Academic Bulletin
Doctor of Osteopathic
Medicine (DO)
2022-2023
2
Contents
DEAN’S MESSAGE & GREETING............................................................................................................9
THE APPLICATION OF THIS BULLETIN TO CUSOM STUDENTS............................................................... 10
NOTES AND DEFINITIONS .................................................................................................................. 10
CHANGES IN BULLETIN ..................................................................................................................... 10
ACADEMIC FACILITIES ...................................................................................................................... 11
1. STATEMENTS OF COMPLIANCE ................................................................................................... 12
1.1 FAMILY EDUCATION RIGHTS AND PRIVACY ACT OF 1974 .......................................................................... 12
1.2 REHABILITATION ACT OF 1973 ................................................................................................................... 13
1.3 AMERICANS WITH DISABILITIES ACT OF 1990 (ADA) AS AMENDED (ADAAA) .................................. 13
1.4 TITLE IX OF THE EDUCATION AMENDMENTS OF 1972 (20 U.S.C. §§ 1681, ET SEQ) ..................................... 13
2.
GENERAL INFORMATION ............................................................................................................ 14
2.1 HISTORY, BACKGROUND AND MISSION OF CAMPBELL UNIVERSITY .......................................................... 14
2.2 CAMPBELL UNIVERSITY MISSION STATEMENT ........................................................................................... 15
2.3 CUSOM MISSION STATEMENT ................................................................................................................... 16
2.4 SCHOOL OF OSTEOPATHIC MEDICINE ACCREDITATION ............................................................................... 17
2.5 POSTGRADUATE MEDICAL EDUCATION ...................................................................................................... 18
2.6 OSTEOPATHIC HISTORY .............................................................................................................................. 18
2.7 OSTEOPATHIC OATH ................................................................................................................................... 19
3.
ADMISSION ............................................................................................................................... 20
3.1 ADMISSIONS PROCESS ................................................................................................................................ 20
3.2 REQUIREMENTS FOR ADMISSION ................................................................................................................. 21
3.3 TECHNICAL STANDARDS AND VACCINATION REQUIREMENTS FOR ADMISSION TO CUSOM ......................... 22
3.4 NON-DISCRIMINATION ................................................................................................................................ 27
3.5 AMERICANS WITH DISABILITIES ACT ......................................................................................................... 27
3.6 APPLICATION PROCESS ............................................................................................................................... 27
3.7 APPLICATIONS DEADLINE........................................................................................................................... 29
3.8 CUSOM SELECTION PROCESS .................................................................................................................... 29
3.9 EARLY DECISION ADMISSIONS TRACK ........................................................................................................ 30
3.10 GUARANTEED INTERVIEW PROCESS ........................................................................................................... 31
3.11 EARLY ACCEPTANCE PROGRAM FOR MEDICINE ......................................................................................... 31
3.12 TRANSFER APPLICANTS .............................................................................................................................. 32
3.13 TRANSFERS FROM ACCREDITED SCHOOLS OF MEDICINE ............................................................................. 33
3.14 INTERNATIONAL STUDENT APPLICANTS ...................................................................................................... 34
3.15 JURIS DOCTOR AND DOCTOR OF OSTEOPATHIC MEDICINE (JD/DO) DUAL DEGREE PROGRAM ................. 34
3.16 CUSOM MATRICULATION AND ENROLLMENT POLICIES ............................................................................. 37
3.16.1 Health and Vaccination Requirements ......................................................................................... 37
3.16.2 National Background Checks ....................................................................................................... 52
3.16.3 Driver’s License .......................................................................................................................... 55
3.16.4 Basic Life Support Skills .............................................................................................................. 55
3.16.5 Controlled Substance Screening .................................................................................................. 56
3.16.6 Transcripts ................................................................................................................................... 57
3
4. STUDENT EXPENSES AND FINANCIAL AID .................................................................................... 58
4.1 COST OF ATTENDANCE ............................................................................................................................... 58
4.1.1 Secondary Application Fee .......................................................................................................... 58
4.1.2 Acceptance Fee ............................................................................................................................ 58
4.1.3 Tuition and Fees .......................................................................................................................... 58
4.1.4 Refund Policy ............................................................................................................................... 59
4.2 FINANCIAL AID ....................................................................................................................................... 60
4.2.1 Financial Aid Renewal ................................................................................................................. 61
4.3 SCHOLARSHIPS ........................................................................................................................................ 61
4.3.1 Merit Scholarships....................................................................................................................... 61
4.3.2 Endowed Scholarships................................................................................................................. 64
4.3.3 Direct Aid Scholarships ............................................................................................................... 67
4.3.4 Scholarship Renewal Criteria ...................................................................................................... 68
5.
CURRICULUM ............................................................................................................................. 69
5.1 GENERAL OVERVIEW ................................................................................................................................. 69
5.1.1 Academic Calendar ..................................................................................................................... 69
5.1.2 Programmatic Level Educational Outcome Objectives ............................................................... 69
5.1.3 Clinical Shadowing Policies and Procedures ............................................................................... 70
5.2 YEARS 1 AND 2 CURRICULUM .................................................................................................................... 72
5.2.1 Curricular Content Overview....................................................................................................... 73
5.2.2 Schedule of Course Offerings ....................................................................................................... 74
5.2.3 Course Descriptions .................................................................................................................... 75
5.2.3.1 Specific Course Overviews, Year 1, Semester 1, Block 1 .................................................. 75
5.2.3.2 Specific Course Overviews, Year 1, Semester 1, Block 2 .................................................. 78
5.2.3.3 Specific Course Overviews, Year 1, Semester 2, Block 3 .................................................. 80
5.2.3.4 Specific Course Overviews, Year 1, Semester 2, Block 4 .................................................. 82
5.2.3.5 Specific Course Overviews, Year 2, Semester 1, Block 5 .................................................. 84
5.2.3.6 Specific Course Overviews, Year 2, Semester 1, Block 6 .................................................. 86
5.2.3.7 Specific Course Overviews, Year 2, Semester 2, Block 7 .................................................. 89
5.2.3.8 Specific Course Overviews, Year 2, Semester 2, Block 8 .................................................. 91
5.2.4 Curricular Integration of OPP and OMM ................................................................................... 93
5.2.4.1 Year One ............................................................................................................................. 93
5.2.4.2 Year Two ............................................................................................................................ 94
5.2.4.3 Years Three and Four.......................................................................................................... 94
5.3 YEARS 3 AND 4 CURRICULUM .................................................................................................................... 94
5.3.1 Philosophy of Clinical Training ................................................................................................... 94
5.3.2 Third-Year Clinical Rotations ..................................................................................................... 97
5.3.3 Fourth-Year Clinical Rotations.................................................................................................... 98
5.3.4 Schedule of Rotation Offerings ................................................................................................... 100
5.3.5 Selective and Elective Rotations ................................................................................................ 100
5.3.6 Medical Selective Rotations ....................................................................................................... 102
5.3.7 Primary Care Selective Rotations .............................................................................................. 103
5.3.8 Surgical Selective Rotations ....................................................................................................... 104
5.3.9 Elective Choices ........................................................................................................................ 104
5.3.10 International Medical Mission Rotations................................................................................... 105
5.3.11 Rotation Structure ...................................................................................................................... 106
5.3.12 Rotation Descriptions ................................................................................................................ 107
5.3.12.1 Rotation Descriptions / Third Year Rotations (MS-3) ..................................................... 107
5.3.12.2 Rotation Descriptions / Fourth Year Rotations (MS-4) ................................................... 111
5.3.12.3 Approved Electives ........................................................................................................... 115
4
5.3.13
Curricular Integration of OPP and OMM ................................................................................. 120
5.4 CLINICAL ROTATION STANDARDS ............................................................................................................ 124
5.4.1 General Standards ..................................................................................................................... 124
5.4.2 Ethical Standards ....................................................................................................................... 126
5.4.3 Non-Cognitive Standards ........................................................................................................... 126
5.5 CLINICAL ROTATION SCHEDULING ........................................................................................................... 128
5.5.1 Assigned Rotations .................................................................................................................... 128
5.5.2 Notice of Site Changes ............................................................................................................... 128
5.5.3 Selective Rotations .................................................................................................................... 128
5.5.4 Rural/Underserved/International (R/U/I) .................................................................................. 128
5.5.5 Electives ..................................................................................................................................... 129
5.5.6 Elective and Other Rotations ...................................................................................................... 129
5.5.7 Family Medicine Preceptor Rotations ..................................................................................... 130
5.5.8 Out-of-State Rotations ................................................................................................................ 130
5.5.9 International Rotations .............................................................................................................. 131
5.5.10 Additional Clinical Rotation Information for Military Rotations .............................................. 131
5.5.11 Away Rotation Requests ............................................................................................................. 132
5.5.12 Scheduling Away Rotations........................................................................................................ 132
5.6 GENERAL POLICIES AND PROCEDURES – CLINICAL ROTATIONS ............................................................... 132
5.6.1 Overview .................................................................................................................................... 132
5.6.2 Responsibilities and Duties ......................................................................................................... 134
5.6.3 Standards of Professional Conduct ............................................................................................ 135
5.6.4 Preceptor - Student Interactions ................................................................................................ 135
5.6.5 Dress Code ................................................................................................................................ 136
5.6.6 Supervision of Students .............................................................................................................. 137
5.6.7 Student Problems / Issues .......................................................................................................... 137
5.6.8 Letters of Recommendation ........................................................................................................ 138
5.6.9 Student Files .............................................................................................................................. 138
5.6.10 History and Physicals ................................................................................................................ 138
5.6.11 Patient Care Orders .................................................................................................................. 139
5.6.12 Prescription Writing .................................................................................................................. 139
5.6.13 Medical Care & Medication Samples ........................................................................................ 139
5.6.14 Health Insurance Portability and Accountability Act of 1996 (HIPAA) .................................... 139
5.6.15 Medicare Policy ......................................................................................................................... 140
5.6.16 Change of Address ..................................................................................................................... 140
5.6.17 Email Policy............................................................................................................................... 140
5.6.18 Cell Phone Calls / Text Messages .............................................................................................. 141
5.6.19 Social Media .............................................................................................................................. 141
5.6.20 Housing ..................................................................................................................................... 142
5.6.21 Other Regulations and Procedures ............................................................................................. 142
5.7 CLINICAL ROTATIONS HEALTH AND WELLNESS ....................................................................................... 144
5.7.1 Vaccination Record ................................................................................................................... 144
5.7.2 Health Services .......................................................................................................................... 144
5.7.3 Counseling Services ................................................................................................................... 145
5.7.4 Professional Liability Insurance ................................................................................................ 147
5.7.5 Body Fluid and Needle Stick Policy and Procedure .................................................................. 147
5.7.6 Infectious Diseases .................................................................................................................... 150
5.7.7 Important Precautions ............................................................................................................... 151
5.8 HOSPITAL / CLINICAL FACILITY INFORMATION ........................................................................................ 153
5.8.1 Clinical Student Preparation ..................................................................................................... 153
5.8.2 Credentialing of Medical Students at Affiliated Sites ................................................................. 154
5
5.8.3
Personal Health Insurance ........................................................................................................ 155
5.8.4 Hospital Training Program Structure ........................................................................................ 155
5.8.5 Administrative Functions ........................................................................................................... 156
5.8.6 Orientation ................................................................................................................................ 156
5.8.7 Student Requirements ................................................................................................................. 157
5.8.8 Informed Patient Consent Regarding Student Involvement in Patient Care............................... 157
5.8.9 Medical Records / Charting ....................................................................................................... 157
5.8.10 Supervision of the Student .......................................................................................................... 158
5.9 GRADUATE MEDICAL EDUCATION ............................................................................................................ 159
6.
ACADEMIC POLICIES AND PROCEDURES .................................................................................... 160
6.1 ADVISING AND TUTORING ........................................................................................................................ 160
6.1.1 Advising and Faculty Access ..................................................................................................... 160
6.1.2 Organizational Structure of the Academic Center of Excellence (ACE) ................................... 160
6.1.3 Academic Transition Activities .................................................................................................. 160
6.1.4 Long-term, Consistent Mentorship from Academic Advisors .................................................... 161
6.1.5 Licensing Exam and Residency Preparation Support ............................................................... 162
6.1.6 Enrichment and Intervention Support from the Academic Center of Excellence (ACE) ........... 163
6.1.7 CUSOM Peer-Tutor Program .................................................................................................... 164
6.1.8 Academic Freedom Policy ......................................................................................................... 165
6.2 ASSESSMENT ............................................................................................................................................ 166
6.2.1 Global Assessment ..................................................................................................................... 166
6.2.2 Faculty Recusal from Assigning Student Grades....................................................................... 167
6.2.3 Credits, Grading, and Grade Point Average (GPA) Credit Assignment Process ....................... 170
6.2.3.1 CUSOM Credit Calculation ............................................................................................. 171
6.2.3.2 Credit Review Process ...................................................................................................... 171
6.2.3.3 Grading ............................................................................................................................. 173
6.2.3.4 Grade Point Average (GPA), Quality Points .................................................................... 174
6.2.3.5 Quality Points ................................................................................................................... 176
6.2.4 Remediation ............................................................................................................................... 176
6.2.5 Evaluation Categories for Years One and Two .......................................................................... 177
6.2.6 Clinical Rotations Assessments ................................................................................................. 178
6.2.6.1 Didactics ............................................................................................................................ 178
6.2.6.2 Clinical Modules ............................................................................................................... 179
6.2.6.3 Clinical Experience Database (Logs) ............................................................................... 179
6.2.7 Grading Rubric for Years Three and Four ................................................................................. 180
6.2.7.1 Preceptor Evaluation of Student Performance ................................................................. 183
6.2.7.2 Composite Evaluations ..................................................................................................... 185
6.2.7.3 Delinquent Evaluations .................................................................................................... 186
6.2.7.4 Rotations, Course Remediation, and Academic Probation .............................................. 187
6.2.8 Grading Policies Years 3 and 4 ................................................................................................. 188
6.3 EDUCATIONAL RECORDS .......................................................................................................................... 190
6.3.1 Policy Statement on Student Information and Educational Records ......................................... 190
6.3.2 Match-State Medical Education Verification ............................................................................ 191
6.4 ATTENDANCE ........................................................................................................................................... 191
6.4.1 Attendance Policy ...................................................................................................................... 191
6.4.2 MS-1 and MS-2 Years ................................................................................................................ 192
6.4.2.1 Consequences of Non-compliance of Attendance Policies ............................................. 195
6.4.3 MS-3 and MS-4 Years (Clinical Rotations) ............................................................................... 195
6.4.3.1 Reporting for Service ........................................................................................................ 195
6.4.3.2 Work Hours....................................................................................................................... 196
6
6.4.3.3
Training Hours .................................................................................................................. 196
6.4.3.4 Clinical Rotation Attendance ........................................................................................... 198
6.4.3.5 Make-Up Time .................................................................................................................. 201
6.4.3.6 Call Back Fridays .............................................................................................................. 202
6.4.3.7 Holidays ............................................................................................................................ 203
6.4.3.8 Consequences of Non-compliance to Attendance Policies.............................................. 203
6.4.3.9 Dismissal from a Rotation Site ......................................................................................... 203
6.4.4 Severe Weather Policy ............................................................................................................... 204
6.4.5 Emergency Preparedness Plan .................................................................................................. 204
6.5 DRESS CODE POLICY ................................................................................................................................ 206
6.5.1 OMM Laboratory Dress Code ................................................................................................... 207
6.5.2 Anatomy Laboratory Dress Code .............................................................................................. 208
6.5.3 Clinical Skills Laboratory Dress Code ...................................................................................... 209
6.6 ACADEMIC STANDING AND PROGRESS ..................................................................................................... 210
6.6.1 Academic Standing and Academic Progress .............................................................................. 210
6.6.2 National Board (Licensing) Exams ............................................................................................ 212
6.6.2.1 COMLEX-USA Level 1 ................................................................................................... 214
6.6.2.2 Qualifying Process to sit for COMLEX-USA Level 1 ..................................................... 215
6.6.2.3 Rescheduling a COMLEX Exam ..................................................................................... 220
6.6.2.4 Failure of COMLEX-USA Level 1 .................................................................................. 220
6.6.2.5 COMLEX-USA Level 2-CE ............................................................................................ 228
6.6.2.6 Qualifying Process to sit for COMLEX-USA Level 2-CE .............................................. 228
6.6.2.7 Excused Absences for taking COMLEX-USA Level 2-CE ............................................. 233
6.6.2.8 Failure of COMLEX-USA Level 2-CE ........................................................................... 234
6.6.2.9 COMLEX-USA Level 2-PE ............................................................................................. 242
6.6.2.10 Qualifying Process to sit for COMLEX-USA Level 2-PE ............................................... 242
6.6.2.11 COMLEX-USA Graduation Requirements ...................................................................... 242
6.6.3 Modified Course of Study ........................................................................................................... 243
6.7 ACADEMIC PERFORMANCE, PROMOTION AND STANDARDS (APPS) COMMITTEE ....................................... 244
6.7.1 Procedures for Calling and Conducting an APPS Committee Meeting Regarding Academic
Matters ...................................................................................................................................... 245
6.7.2 Student Professionalism and Ethics Standards............................................................................ 247
6.7.2.1 Chaperoned Physical Exam Policy ........................................................................................... 249
6.7.3 Honor Code ............................................................................................................................... 254
6.7.4 Code of Conduct ........................................................................................................................ 257
6.7.5 Procedures for Calling and Conducting an APPS Committee Meeting Regarding Non-Academic
Matters ...................................................................................................................................... 257
6.7.5.1 Rights of the Student .................................................................................................................. 260
6.7.6 Ad hoc Committee Procedures ................................................................................................... 260
6.7.7 APPS Committee Sanctions ....................................................................................................... 262
6.7.7.1. Non-appealable APPS Committee Sanctions ................................................................... 262
6.7.7.2. Appealable APPS Committee Sanctions .......................................................................... 265
6.7.7.3. Non-appealable Dean-assigned Sanctions ........................................................................ 266
6.7.8 Appeal of an APPS Committee Decision ................................................................................... 267
6.7.9 Release of Information ............................................................................................................... 267
6.8 SEPARATION FROM THE PROGRAM ........................................................................................................... 268
6.8.1 Separation from CUSOM .......................................................................................................... 268
6.8.1.1 Accommodation Requests following return from a Separation ....................................... 269
6.8.1.2 Modified Schedule ............................................................................................................ 270
6.8.2 Leave of Absence ....................................................................................................................... 270
6.8.2.1 Academic Leave of Absence ............................................................................................ 271
6.8.2.2 Personal Leave of Absence ............................................................................................... 272
7
6.8.2.3
Medical Leave of Absence (Absence Less than 180 Calendar Days) ............................. 272
6.8.2.4 Student Maternity Leave of Absence ................................................................................ 272
6.8.2.5 Parental Leave of Absence ................................................................................................ 273
6.8.3 Withdrawal ................................................................................................................................ 274
6.8.3.1 Personal Withdrawal......................................................................................................... 275
6.8.3.2 Academic Withdrawal ...................................................................................................... 276
6.8.3.3 Medical Withdrawal (Absence Greater than 180 Calendar Days) .................................. 276
6.8.4 Special Meetings of the APPS Committee .................................................................................. 276
6.8.5 Suspension ................................................................................................................................. 276
6.8.6 Dismissal ................................................................................................................................... 277
6.9 GRADUATION ........................................................................................................................................... 277
6.9.1 Graduation Requirements .......................................................................................................... 277
6.9.2 Delayed Graduation Policy ........................................................................................................ 279
6.9.3 Hooding Policy .......................................................................................................................... 281
6.10 GRIEVANCE PROCESSES ............................................................................................................................ 282
6.10.1 Resolution and Grievance Procedure ........................................................................................ 282
6.10.2 Grievance for Academic Resolutions, Course Procedures, Grading Policies, and CUSOM
Policies and Procedures ............................................................................................................. 282
6.10.2.1 Academic Issues ................................................................................................................ 282
6.10.2.2 CUSOM Policies and Procedures ..................................................................................... 283
6.10.3 Grievance Procedure for Harassment or Discrimination ................................................. 283
6.11 IMPROPER RELATIONSHIPS ....................................................................................................................... 287
6.12 COMPLAINTS REGARDING NON-COMPLIANCE WITH AMERICAN OSTEOPATHIC ASSOCIATION (AOA)
ACCREDITATION STANDARDS ................................................................................................................... 287
6.13 AMERICAN OSTEOPATHIC ASSOCIATION CODE OF ETHICS ........................................................................ 289
7.
STUDENT POLICIES AND SERVICES ............................................................................................ 292
7.1 STUDENT WELLNESS ................................................................................................................................ 292
7.1.1 Student Health ........................................................................................................................... 292
7.1.2 Health Insurance ........................................................................................................................ 292
7.1.3 Vaccinations .............................................................................................................................. 293
7.1.4 Controlled Substance Screening Protocol ................................................................................. 294
7.1.5 Infection Control ....................................................................................................................... 296
7.1.6 Medical Emergencies ................................................................................................................ 299
7.1.7 HIPAA and OSHA Training ....................................................................................................... 300
7.2 BEHAVIORAL HEALTH .............................................................................................................................. 301
7.2.1 Counseling Services ................................................................................................................... 301
7.2.2 Campbell University Behavioral Intervention Team ................................................................. 302
7.2.3 Accommodations Policy ............................................................................................................. 303
7.2.3.1 Section I: Who to Contact ................................................................................................ 304
7.2.3.2 Section II: How to Obtain Services .................................................................................. 305
7.2.3.3 Section III: Student Responsibilities ................................................................................ 308
7.2.3.4 Section IV: Documenting a Disability ............................................................................. 310
7.2.3.5 Section V: Grievance Procedure for Accommodations ................................................... 311
7.3 CLUBS AND ORGANIZATIONS ................................................................................................................... 312
7.3.1 Student Clubs and Organizations .............................................................................................. 312
7.3.2 CUSOM Student Ambassadors Program ................................................................................... 315
7.3.3 Sigma Sigma Phi Honor Society ................................................................................................ 317
7.3.4 CUSOM Alumni ......................................................................................................................... 320
7.3.5 CUSOM Committees ................................................................................................................. 321
8
8. RESEARCH AND SCHOLARLY ACTIVITY ....................................................................................... 323
8.1 RESEARCH AT CUSOM ............................................................................................................................ 323
8.2 POLICY STATEMENT ON STUDENT RESEARCH AND SCHOLARLY ACTIVITY .............................................. 323
8.3 EDUCATION IN RESEARCH PRINCIPLES ..................................................................................................... 323
8.4 RESEARCH OPPORTUNITIES ...................................................................................................................... 324
8.5 MEDICAL STUDENT SUMMER RESEARCH SCHOLARS PROGRAM ............................................................... 324
8.6 STUDENT PRESENTATION PROCESSES ....................................................................................................... 325
8.7 RESEARCH SYMPOSIUM ............................................................................................................................ 325
9.
FACILITIES AND CAMPBELL UNIVERSITY POLICIES ...................................................................... 326
9.1 GENERAL INFORMATION .......................................................................................................................... 326
9.1.1 Exercise and Fitness .................................................................................................................. 326
9.1.2 Food and Dining ....................................................................................................................... 326
9.1.3 Banking ...................................................................................................................................... 326
9.1.4 Postal Services ........................................................................................................................... 326
9.1.5 Student Union ............................................................................................................................ 326
9.1.6 Student Parking ......................................................................................................................... 326
9.1.7 Student Lockers.......................................................................................................................... 327
9.1.8 Student Study Space ................................................................................................................... 327
9.2 HEALTH AND SAFETY ............................................................................................................................... 327
9.2.1 Campus Safety and Emergency Services .................................................................................... 327
9.2.2 Health Services .......................................................................................................................... 329
9.2.3 Weapons .................................................................................................................................... 329
9.2.4 Smoking Policy .......................................................................................................................... 330
9.2.5 Alcohol and Drugs ..................................................................................................................... 330
9.3 LIBRARY ................................................................................................................................................... 330
9.4 INFORMATION TECHNOLOGY .................................................................................................................... 331
9.4.1 CUSOM Information Technology and Educational Resources .................................................. 331
9.4.2 Information Technology Resources and Health Center Helpdesk ............................................. 331
9.4.3 Information Access and User Privacy ........................................................................................ 335
10.
APPENDICES ............................................................................................................................ 340
10.1 APPENDIX 1 - HEPATITIS B INFORMATION FORM ...................................................................................... 340
10.2 APPENDIX 2 - TB RISK ASSESSMENT FORM .............................................................................................. 340
9
Dean’s Message & Greeting
“Osteopathy is knowledge, or it is nothing, and reasoning is the action of the mind
while hunting for the truth.” - Dr. Andrew Taylor Still
Welcome to the Campbell University Jerry M. Wallace School of Osteopathic
Medicine (CUSOM)! Thank you for choosing CUSOM and entrusting us to provide
you with the education and clinical training required to become exceptional
osteopathic physicians. From our basic science and clinical faculty to our Academic
Center of Excellence, Department of Behavioral Health, faculty advisors, Medical
Education and Library, and the Departments of Admissions, Financial Aid, and
Student Affairs, you will find that each faculty and staff member is committed to your medical
education, academic success, health, and well-being. We are with you each step of the way!
The Mission of CUSOM is to educate and prepare community-based osteopathic physicians in a
Christian environment to care for the rural and underserved populations in North Carolina, the
Southeastern United States, and the nation. In addition, our outstanding biomedical and clinical
faculty prepares students to be lifelong learners and excellent practitioners.
At CUSOM, you will be well-trained and well-prepared to become highly competent physicians.
You also will enjoy the adventure and experience new challenges on your path to becoming a
physician. We understand that medical education is a rigorous and exacting process, and no
successful graduate gets through it alone. As you embark on this journey, know that you will be
surrounded by family and friends that support you during your time here. We will continue to be
with you as you move through the various phases of your training.
CUSOM students receive an exceptional medical education and hands-on clinical training, which
will enable them to provide the highest level of evidence-based quality care for the patients they
serve. A critical component of the educational program at CUSOM is the emphasis on intellectual
achievement, compassion, mind-body-spirit centered patient care, and a commitment to the core
values of professionalism, integrity, compassion, diversity, mutual respect, teamwork, and open
communication. Students delve deeply into areas of medical inquiry in an active learning
environment that fosters intellectual curiosity and an excitement for learning. Our curriculum
emphasizes critical thinking through participation in medical simulation experiences, standardized
patient encounters, clinical skills training, OMM workshops, clinical rotations, and small group
learning sessions utilizing clinical cases. CUSOM emphasizes primary care training, and
graduates practice the entire scope of modern medicine.
Once again, welcome to CUSOM – we are excited to have you here and look forward to guiding
you on your journey to becoming highly trained, caring, and compassionate osteopathic physicians
who will provide exceptional medical care for those in need.
Warm Wishes,
Brian A. Kessler, DO, FACOFP
Dean and Chief Academic Officer
10
The Application of this Bulletin to CUSOM Students
The University reserves the right to rescind the admission of anyone if between the times of
his or her letter of acceptance and the start of classes:
1. There is a change in the condition or status of any information provided by the
applicant, which would have been basis for denial of admission if known at the time of
application.
2. Any information provided by an applicant proves to be untrue at the time of its
submission on the application.
Policy on Student Response to CUSOM Request for Information
Whenever this Academic Bulletin requires the student to provide a written response to
be received by CUSOM on or before a certain date, CUSOM will not grant exceptions to
the stated deadline except in the case of a medical emergency, and in that case, the student
must provide the response as soon as medically feasible.
Notes and Definitions
• The word “student” in this Bulletin refers to any person who is enrolled in any course
offered by CUSOM.
• The words “professor”, “faculty”, or “instructor” in this Bulletin refer to any person who is
authorized by the University to hold and teach a class sponsored by the University or precept
a student during an on-campus or off-campus clinical practice experience.
• As used in this Bulletin, the term “University” shall mean “Campbell University”.
• The term “School” refers to the Campbell University School of Osteopathic Medicine
(CUSOM).
• The word “day(s)” refers to official school/business days — not holidays or weekends.
The exception to this is in regard to days identified in the policies regarding Leave of
Absence, Withdrawal, Suspension, and Grievance in which case “days” refer to calendar
days, not school/business days. This distinction is clarified in the corresponding sections
by utilizing the term “calendar” days.
Changes in Bulletin
The University reserves the right to make changes to this Bulletin at any time. When students
enter the University, the student file is "stamped" with a Bulletin year. Thus, students entering
Campbell University in the fall semester 2022 are "stamped" with a 2022 starting term. The
requirements for that starting term are reflected in the 2022-2023 CUSOM Academic Bulletin.
Students are responsible for the degree requirements for the academic year in which they enter
the University. Any student whose continuous enrollment at the University is interrupted by a
semester or more shall be subject to the graduation requirements in the Bulletin in effect at the
time of readmission. The Dean of CUSOM, in consultation with the University Registrar, must
approve any exception to this policy.
11
Academic Facilities
Academic facilities at Campbell University are designated primarily for use in the education
of Campbell University students; other uses, although perhaps quite worthy in themselves and
of benefit to the community, are not to interfere with that primary function.
Effective Date: July 26, 2022
Date
DISCLAIMER: This Bulletin is intended as a guideline for students and should not be
construed as an offer or as a contract between Campbell University, and any
student or a warranty of any entitlements, programs, regulations, or benefits
set forth herein. Campbell University, its agents, officers, and employees
may rescind or modify any benefit, program, regulation, or entitlement set
forth herein at any time, for any reason, with or without notice. This
Bulletin supersedes all previous editions of this Bulletin and will be revised
and published as necessary and students will be notified of any changes.
12
1. Statements of Compliance
Campbell University does not discriminate on the basis of age, race, color, creed, sex, gender,
national or ethnic origin, disability, religion, sexual orientation, gender identity or expression,
genetic information, veteran’s or military status, or any other characteristic protected by law
in the recruitment and admission of students, the recruitment and employment of faculty and
staff, or the operation of any of its programs.
Student inquiries regarding discrimination, harassment and the University’s equal opportunity
policies may be directed to the Associate Vice President for Campus Life,
[email protected]; faculty and staff inquiries should be directed to the HR Department,
P. O. Box 595, Buies Creek, NC 27506 or the Director of Human Resources,
telmore@campbell.edu. Sexual harassment and sexual misconduct are forms of sex
discrimination and prohibited by the University. Campbell University has appointed Kellie
Nothstine as its Title IX Coordinator, and she may be contacted at nothsti[email protected].
Additional information, including the complete text of the discrimination and harassment
policy and appropriate complaint procedures, may be found by contacting the Human
Resources Department or visiting its website at https://www.campbell.edu/faculty-
staff/human-resources/. Questions or comments about sex-based and sexual harassment and
misconduct, domestic violence, dating violence, and stalking committed by a student may also
be directed to Kellie Nothstine, Associate Vice President for Campus Life and Title IX
Coordinator, at (910) 893-2039 or nothstine@campbell.edu. Additional information,
including the complete text of the policy and complaint procedure for such misconduct, may
be found at https://www.campbell.edu/policies/title-ix/title-ix-policies-and-procedures/.
Employees and applicants of Campbell University will not be subjected to any form of
harassment or discrimination for exercising rights protected by, or because of their
participation in, an investigation or compliance review related to Title VII of the Civil Rights
Act of 1964, the Age Discrimination in Employment Act, the Americans with Disabilities Act,
Executive Order 11246, Section 503 of the Rehabilitation Act of 1973, the Vietnam Era
Veterans’ Readjustment Assistance Act of 1974, the Veterans Employment Opportunities Act
of 1998, or any other federal or state nondiscrimination law, rule, or regulation. For further
information go to: http://www.campbell.edu/about/employment/.
Campbell University also maintains affirmative action programs to implement our equal
employment opportunity policy. Employees or applicants who wish to review appropriate
portions of these affirmative action programs may schedule an appointment to do so by
contacting the Director of Human Resources at the Buies Creek campus, during normal
business hours.
1.1 Family Education Rights and Privacy Act of 1974
Under the provisions of this law, students in post-secondary education have the right to
inspect and review their school records, as defined by law. Other than for "Directory
Information," Campbell University will release information only with the student’s
13
written consent and/or in compliance with federal law and regulation, and will use
"Directory Information" in the best interests of the student. For more information please
visit:
https://www.campbell.edu/registrar/family-education-rights-and-privacy-act-
ferpa/annual-notification-of-rights-under-ferpa/
1.2 Rehabilitation Act of 1973
In accordance with Section 504 of the Rehabilitation Act of 1973, Campbell University
does not discriminate on the basis of handicap in admission or access to or treatment or
employment in its programs and activities. Inquiries may be directed to the Director of
Human Resources, Main Campus, Buies Creek, NC 27506, telmore@campell.edu.
1.3 Americans with Disabilities Act of 1990 (ADA) as Amended (ADAAA)
Campbell University does not discriminate on the basis of disability and will provide
reasonable accommodation to qualified individuals with disability, except as provided by
law. Student inquiries may be directed to Ms. Laura Rich, Student Counseling Center, Main
Campus, Buies Creek, North Carolina 27506 or [email protected]; faculty and staff
inquiries may be directed to Mr. Trent Elmore, Director of Human Resources, Main Campus,
Buies Creek, North Carolina 27506 or telmore@campbell.edu.
1.4 Title IX of the Education Amendments of 1972 (20 U.S.C. §§ 1681, et seq)
Campbell University is committed to a policy of equal opportunity for men and women,
and as such, does not tolerate discrimination or harassment on the basis of sex, gender,
sexual orientation, or gender identity or expression, nor does it allow discrimination in
the administration of educational programs, activities, and policies. Questions or
comments about discrimination, harassment, domestic violence, dating violence, and
stalking can be directed to: Mrs. Kellie Slappey Nothstine, Title IX Coordinator, P.O.
Box 95 (Wallace Student Center, Room 237), Buies Creek, NC, 27506, (910) 893-
2039/FAX (910) 893-1534, [email protected]. Inquiries may also be directed
to the United States Department of Education’s Office for Civil Rights, District of
Columbia Office, U.S. Department of Education, 400 Maryland Avenue, S.W.
Washington, DC 20202-1475. Telephone: (202) 453-6020; Facsimile: (202) 453-6021;
Email: [email protected].
Campbell University’s Title IX policy applies to students, faculty and staff, as well as
third parties. If you believe you have been subjected to discrimination or harassment
in violation of Title IX, or you have been the victim of sexual assault, domestic
violence, or stalking, follow the procedure outlined in the University’s Title IX policy
(https://www.campbell.edu/policies/title-ix/title-ix-policies-and-procedures/). You
also may contact the Title IX Coordinator. Please refer to the Title IX policy and
procedures for additional details.
14
2. General Information
2.1 History, Background and Mission of Campbell University
On January 5, 1887, James Archibald Campbell welcomed 16 students to the first day
of classes, thus marking the founding of Buies Creek Academy. Over the years, the
Academy evolved to become Campbell Junior College (1926), Campbell College
(1961) and Campbell University (1979).
The mission of Campbell University is to graduate students with exemplary academic
and professional skills who are prepared for purposeful lives and meaningful service.
The University is informed and inspired by its Baptist heritage and three basic
theological and biblical presuppositions: learning is appointed and conserved by God as
essential to the fulfillment of human destiny; in Christ all things consist and find ultimate
unity; and the Kingdom of God in this world is rooted and grounded in Christian
community. The University embraces the conviction that there is no conflict between
the life of faith and the life of inquiry.
In 2013, Campbell launched the Jerry M. Wallace School of Osteopathic Medicine,
North Carolina’s first new medical school in over 35 years. In August 2016, the
Catherine W. Wood School of Nursing—housed within the College of Pharmacy &
Health Sciences—welcomed its first cohort. Simultaneously, Campbell opened its
School of Engineering, which was only the second engineering school at a private
university in North Carolina. They joined Campbell’s other established colleges and
schools: the College of Arts & Sciences, the Norman Adrian Wiggins School of Law
(1976), the Lundy-Fetterman School of Business (1983), the School of Education
(1985), the College of Pharmacy & Health Sciences (1985), and the Divinity School
(1996).
In addition to its main campus in Buies Creek, Campbell University has off-campus
instructional sites in Camp Lejeune (Jacksonville), Fort Bragg & Pope (Fayetteville),
Raleigh (2009 relocation of the law school), Sampson Correctional Institution (Clinton),
and a vibrant online presence through Campbell Online.
Today, Campbell University enrolls approximately 7,000 students per year, including
more than 5,000 undergraduate and graduate students on its main campus. The
University employs over 900 full-time employees, which includes over 250 full-time
faculty. Over 100 degree programs in the liberal arts, health sciences, fine arts, and
professions are offered.
Campbell University is a private, not-for-profit, academic institution governed by an
independent and self-perpetuating Board of Trustees. The University enjoys an
autonomous and voluntary relationship with the Baptist State Convention of North
Carolina. Campbell University is accredited by the Southern Association of Colleges
and Schools Commission on Colleges as a Level VI institution to award Associate,
Baccalaureate, Masters, and Doctorate degrees and is classified as a
Doctoral/Professional University (D/PU) by the Carnegie Classification of Institutions
of Higher Education.
15
2.2 Campbell University Mission Statement
The Mission of Campbell University is to graduate students with exemplary academic
and professional skills who are prepared for purposeful lives and meaningful service.
The University is informed and inspired by its Baptist heritage and three basic
theological and biblical presuppositions: learning is appointed and conserved by God as
essential to the fulfillment of human destiny; in Christ all things consist and find ultimate
unity; and the Kingdom of God in this world is rooted and grounded in Christian
community. The University embraces the conviction that there is no conflict between
the life of faith and the life of inquiry.
To fulfill its Mission, the University:
1. Presents a worldview informed by Christian principles and perspectives;
2. Affirms that truth is revelatory and transcendent, as well as empirical and
rational, and that all truth finds its unity in Jesus Christ;
3. Influences development of moral courage, social sensitivity, and ethical
responsibility;
4. Gathers a diverse community of learners;
5. Delivers academic instruction in the liberal arts and sciences and professional
preparation at both undergraduate and graduate levels through traditional,
extended campus, and online programs;
6. Transfers to students the vast body of knowledge and values accumulated over
the ages;
7. Encourages students to think critically and creatively;
8. Fosters the development of intellectual vitality, physical wellness, and
aesthetic sensibility;
9. Forges a community of learning that is committed to the pursuit, discovery,
and dissemination of knowledge;
10. Provides students opportunities for servant leadership and community
engagement, with an emphasis on underserved communities;
11. Cooperates with other educational institutions to expand learning opportunities
for students;
12. Offers service and other opportunities to the greater community through
athletics, continuing education, and cultural enrichment programming.
16
2.3 CUSOM Mission Statement
Mission Statement of the School of Osteopathic Medicine
The Mission of the Campbell University Jerry M. Wallace School of Osteopathic
Medicine (CUSOM) is to educate and prepare community–based osteopathic physicians
in a Christian environment to care for the rural and underserved populations in North
Carolina, the Southeastern United States, and the nation.
CUSOM faculty, staff, and students value teamwork, leadership, professionalism,
integrity, diversity, and the ethical treatment of all humanity.
Goals, Vision, and Objectives of the School of Osteopathic Medicine
CUSOM is informed and guided by the following eight goals for the purpose of
educating osteopathic physicians who are well trained, socially minded clinicians who
practice evidence based medicine:
1. To recruit and graduate osteopathic medical students who are committed to
serving in rural and underserved areas throughout North Carolina, Southeastern
United States, and the nation.
a. To recruit a diverse student body who have a desire to serve a rural and
underserved population.
b. To recruit students from North Carolina, Southeastern United States, and
the nation.
2. To educate osteopathic medical students in the art and science of osteopathic
medicine using the most current research in clinical and basic science.
3. To provide osteopathic medical education that is holistic in its approach,
evidence based, community focused, and patient centered. Treating the patient
as an integrated whole-mind, body and spirit.
4. To contribute to the fund of osteopathic medical knowledge through
educational, scientific and clinical research and other scholarly activity.
5. To develop outreach sites in rural and underserved North Carolina to provide
educational services and healthcare to our region.
6. To develop a sustainable international medical missions program to train
clinicians for underserved areas of North Carolina, the United States and the
developing world.
7. To collaborate with our hospitals and other partners to provide healthcare and
other educational services to our region.
8. To develop postgraduate training programs in collaboration with other
institutions so that our medical students have training programs upon graduation.
17
2.4 School of Osteopathic Medicine Accreditation
Campbell University is accredited by the Southern Association of Colleges and Schools
Commission on Colleges (SACSCOC) to award associate, baccalaureate, master, and
doctorate degrees. Contact the Commission on Colleges for questions about the
accreditation of Campbell University.
Contact information for the SACSCOC is as follows:
Southern Association of Colleges and Schools Commission on Colleges
1866 Southern Lane
Decatur, GA 30033-4097
Phone: (404) 679-4500
The Commission should be contacted only if there is evidence which appears to support
the University’s significant non-compliance with an accreditation requirement or
standard.
Normal inquiries about Campbell University, such as admission requirements, financial
aid, educational programs, etc., should be addressed directly to the appropriate office of
the University and not to the Commission’s office.
The American Osteopathic Association’s Commission on Osteopathic College
Accreditation (COCA) granted the Campbell University Jerry M. Wallace School of
Osteopathic Medicine (CUSOM) Accreditation status in 2017, with the next
accreditation review scheduled for 2024.
Accreditation status is the highest level of accreditation awarded, and confers all rights
and privileges of accreditation.
Contact information for the COCA is as follows:
Commission on Osteopathic College Accreditation
142 East Ontario Street
Chicago, IL 60611-2864
Toll-free phone: (800) 621-1773
Department of Accreditation: (312) 202-8124
Department of Accreditation Fax: (312) 202-8424
About the American Osteopathic Association (AOA)
Representing more than 150,000 osteopathic physicians (DOs) around the world, the
American Osteopathic Association (AOA) serves as the professional family for all DOs
and osteopathic medical students. In addition to serving as the primary certifying body
for DOs, the AOA is the accrediting agency for all osteopathic medical schools and has
federal authority to accredit hospitals and other health care facilities.
18
Continually striving to be the premier home for the osteopathic medical community,
the AOA stands for the following universal principles:
• Enhancing the value of AOA membership
• Protecting and promoting the rights of all osteopathic physicians
• Accentuating the distinctiveness of osteopathic principles and the diversity
of the profession
• Supporting DOs' efforts to provide quality, cost-effective care to all Americans
• Collaborating with others to advance the practice of osteopathic medicine
The AOA stands firmly behind osteopathic physicians’ ethical and professional
responsibilities to patients and the medical profession. We offer an in-depth look at our
ethical standards in our official Code of Ethics. Our policies and positions also outline
the AOA’s stance on major health issues affecting all areas of society. For additional
information, follow this link:
https://osteopathic.org/
2.5 Postgraduate Medical Education
Sponsoring Institution
In 2015, Campbell University became the sponsoring institution for CUSOM
“affiliated” residency programs in preparation for single accreditation. Between 2012
and 2021, CUSOM has established a total of 22 new residency programs in the areas of:
Dermatology
Emergency Medicine
Family Medicine
General Surgery
Internal Medicine
Micrographic Surgery
Obstetrics-Gynecology
Osteopathic Neuromusculoskeletal Medicine
Psychiatry
Sports Medicine
Transitional Year
2.6 Osteopathic History
The history of CUSOM begins with the advent of osteopathy by Andrew Taylor Still, a
native of Virginia. In 1854, Dr. Still, then a practicing allopathic physician in Kansas,
became increasingly dissatisfied with the medical practices of his day. He developed a
new theory of medicine, which he called osteopathy. He based his new approach to
health care on the concepts of body unity, the body’s inherent ability to heal itself given
all the optimum conditions, and on the proper alignment and function of the
musculoskeletal system.
19
CUSOM takes pride in bringing the philosophies of Dr. Still to North Carolina. Over
the years, the practice of medicine has evolved and so has the practice of osteopathic
medicine. Today, doctors of osteopathic medicine (DOs) serve the public with full
medical practice privileges. Osteopathic physicians are trained in all the modern
practices science has to offer in medical and surgical care while incorporating the
concept of treating the whole person throughout the training. Osteopathic physicians
believe hands-on examination (palpation) is an essential part of making a physical
diagnosis. In addition to pharmacologic treatment and surgery, manipulative medicine
remains an important therapeutic tool utilized by osteopathic physicians in alleviating
pain and treating illness. The training of osteopathic physicians has always stressed a
primary care orientation.
Four Tenets of Osteopathic Medicine
1. The body is a unit; the person is a unit of mind, body and spirit
2. The body is capable of self-regulation, self-healing, and health maintenance
3. Structure and function are reciprocally interrelated
4. Rational treatment is based on the above three principles
2.7 Osteopathic Oath
I do hereby affirm my loyalty to the profession I am about to enter. I will be mindful
always of my great responsibility to preserve the health and the life of my patients, to
retain their confidence and respect both as a physician and a friend who will guard their
secrets with scrupulous honor and fidelity, to perform faithfully my professional duties,
to employ only those recognized methods of treatment consistent with good judgment
and with my skill and ability, keeping in mind always nature's laws and the body's
inherent capacity for recovery.
I will be ever vigilant in aiding in the general welfare of the community, sustaining its
laws and institutions, not engaging in those practices, which will in any way, bring
shame or discredit upon my profession or myself. I will give no drugs for deadly
purposes to any person, though it be asked of me.
I will endeavor to work in accord with my colleagues in a spirit of progressive
cooperation and never by word or by act cast imputations upon them or their rightful
practices.
I will look with respect and esteem upon all those who have taught me my art. To my
college I will be loyal and strive always for its best interests and for the interests of the
students who will come after me. I will be ever alert to further the application of basic
biologic truths to the healing arts and to develop the principles of osteopathy, which
were first enunciated by Andrew Taylor Still.
20
3. Admission
3.1 Admissions Process
CUSOM has adopted admissions policies and criteria designed to meet its Mission to
educate and train outstanding community-based osteopathic physicians to care for the
rural and underserved populations in North Carolina, the Southeastern United States,
and the nation.
CUSOM faculty, staff, and students value teamwork, leadership, professionalism,
integrity, diversity, and the ethical treatment of all humanity.
The guiding principles of the CUSOM Office of Admissions are to:
1. Review each applicant as a whole person: Mind, Body, and Spirit.
2. Evaluate each applicant’s potential for success in the Doctor of Osteopathic
Medicine (DO) curriculum.
3. Assess each applicant’s commitment and aptitude as a future practicing
osteopathic physician.
4. Consider each applicant’s interest in serving rural and underserved populations.
5. Help confirm the applicant’s commitment to the CUSOM Mission and the
osteopathic profession.
The Office of Admissions ensures qualified students are selected for matriculation to
the Doctor of Osteopathic Medicine Program at Campbell University.
CUSOM is committed to selecting applicants who align with our Mission and our values
and who will be an asset to the profession of osteopathic medicine. When reviewing
applications, the goals of the Office of Admissions include, but are not limited to,
evaluating:
• Each applicant as a whole person.
• Each applicant’s interest in serving rural and underserved populations.
• Each applicant’s potential success as a Doctor of Osteopathic Medicine.
• Each applicant’s compassion, knowledge, and commitment to healthcare and
the CUSOM Mission.
The CUSOM Admissions Committee considers an applicant’s academic background,
achievements, personal statement, Medical College Admissions Test (MCAT) scores,
letters of recommendation, health-related work and research and volunteer experience.
In addition to academic performance, the Admissions Committee places emphasis on
the ethical treatment of all humanity, the demonstration of personal merit, compassion,
community involvement, communication skills, teamwork, leadership, professionalism,
integrity, dedication to professional goals, and the promotion of diversity.
21
Faculty and staff evaluations provided after each candidate’s interview are utilized by
the Admissions Committee in making their recommendation to the Dean regarding
whether the candidate should be granted or denied acceptance. The Dean considers the
recommendations from the committee before making the final decision on each
candidate. The Dean, as the Chief Academic Officer, makes all final decisions on
candidate status.
The CUSOM Office of Admissions maintains pre-admission academic and
demographic data for each matriculating class. Upon graduation, the Office of the
Registrar works in conjunction with the CUSOM Alumni Association and the Office of
Assessment, Accreditation and Medical Education to track licensing examination
performance, specialty certification, post-graduate employment, and career activities for
each graduating class.
Through this process, CUSOM is able to evaluate and adjust recruitment practices and
policies to ensure the Mission and Goals of the institution are being met.
3.2 Requirements for Admission
To be considered for an interview, applicants for admission to CUSOM are required to
complete a minimum of 75 percent of the required credits for a degree at a college or
university accredited by an agency recognized by the United States Department of
Education.
To be considered for admission, applicants must have earned, or are scheduled to earn,
a baccalaureate degree prior to matriculation at CUSOM and submit scores from the
Medical College Admission Test (MCAT). For the current admission cycle, CUSOM
will accept the MCAT administration up to three years prior to the year of matriculation
unless with the Dean’s exception.
The most competitive applicants to CUSOM have overall MCAT scores at the 50
th
percentile or higher with a preferred score in the 50
th
percentile or higher in Biological
and Biochemical Foundations of Living Systems (BBFLS). The most competitive
applicants have higher MCAT scores.
Applicants should have achieved at least a 3.2 Science and Overall cumulative grade
point average (GPA) on a 4.0 scale. The most competitive applicants have higher
Science and Overall cumulative GPAs. The admissions process is highly competitive,
and higher GPAs and MCAT scores may increase chances for acceptance. CUSOM
also places emphasis on the applicant’s interview.
The required undergraduate courses for entry are:
• Biological Sciences: One year with laboratory (8 semester hours/12 quarter
hours)
• Physics: One year (6 to 8 semester hours/9 to 12 quarter hours)
• Inorganic/General Chemistry: One year with laboratory (8 semester hours/12
quarter hours)
• Organic Chemistry: One year with laboratory (8 semester hours/12 quarter
22
hours); the second semester of Organic Chemistry can be substituted by
Biochemistry
• English: One year (6 semester hours/8 quarter hours)
• Six (6) additional science hours are highly recommended. CUSOM
recommends courses in the 300/400 level or higher, such as Anatomy,
Physiology, Biochemistry, Genetics, Microbiology, and Immunology, which
may enhance performance in medical school.
NOTE: Courses with equivalent content will be reviewed.
NOTE: Students must obtain a grade of “C” or better in each of the required
courses above to fulfill the pre-requisite course requirement.
Applicants are required to meet the Technical Standards, including required
immunizations for healthcare workers, for admission and continued enrollment, and
affirm that he or she meets the standards. Any falsification or misinformation (e.g. not
disclosing prior to matriculation a known, pre-existing, issue which would lead to not
meeting the Technical Standards) regarding the ability to meet the Technical Standards
may result in dismissal from the program.
Applicants must submit all required paperwork per published deadlines outlined by the
Office of Admissions. If paperwork is not submitted and received as required, an offer
of admission may be rescinded.
3.3 Technical Standards and Vaccination Requirements for Admission to CUSOM
The requirements to succeed at CUSOM are those necessary to successfully complete
the curriculum and to practice osteopathic medicine with full practice rights. Students
must be able to function in a variety of learning and clinical settings, and to quickly,
accurately, and consistently learn and process data. Osteopathic physicians utilize
palpation (clinically appropriate touching) as part of the physical examination and
osteopathic approach to treatment. As part of the educational process, CUSOM students
must be able to tolerate being palpated, examined and receive osteopathic manipulation
by members of all genders, and to palpate, examine, and provide osteopathic
manipulation to others (of all genders) in order to acquire the skills necessary for
palpation and examination. This palpation is performed in a professional and
appropriate manner.
Acquiring the skills to palpate and examine patients requires a student to examine
partially disrobed patients of all genders and is mandatory for successful completion of
the curriculum at CUSOM. Students are required to participate fully as both the
examiner and examinee in various clinical laboratory experiences. In Clinical Skills and
Osteopathic Manipulative Medicine laboratory experiences, as well as other clinical
laboratories where physical examination skills are acquired, students are required to
participate in the examination of fellow students of all genders who may be partially
disrobed.
23
In order to be able to gain appropriate clinical exposure to the regions being examined
and osteopathic manipulative techniques to be performed, students need to wear attire,
such as shorts and are expected to partially disrobe for certain laboratory experiences.
Please refer to the Dress Code Policy (Section 6.5 of this Bulletin) for additional
information.
Additionally, CUSOM utilizes cadavers in the gross anatomy laboratory. As such,
CUSOM students must be able to tolerate working with, and touching, cadavers.
CUSOM students also participate in ultrasound labs and, as such, will be required to
perform ultrasound examination of fellow students of all genders who may be partially
disrobed.
These are requirements for all students, regardless of cultural or religious beliefs, except
where required by law. Students who have any concern regarding these requirements
should discuss them with the Executive Director of Student Affairs prior to applying.
CUSOM will make reasonable accommodations as required by law for students whose
disabilities will not prevent them from successfully completing the entire CUSOM
curriculum and graduating as an osteopathic physician (Section 3.5 of this Bulletin).
Students, however, are required to function with independence and perform at all skill
levels described below which CUSOM holds as mandatory for the safe and effective
practice of osteopathic medicine.
CUSOM is committed to patient safety and assuring a safe and effective environment
that does not place patients, students, or others at unnecessary risk. Each Technical
Standard has been chosen from standards osteopathic physicians deem necessary for the
safe and effective practice of osteopathic medicine.
Applicants who do not meet the Technical Standards and Vaccination Requirements
should not apply to CUSOM.
Students/Applicants must possess the requisite abilities and skills in the following
six (6) areas:
1. Observation
The student must be able to visually observe laboratory demonstrations,
microscopic tissue with the aid of the microscope, and electronic images used in
classroom presentations and laboratory demonstrations. The student must be
able to visually and accurately observe physical signs and symptoms of a patient
used in diagnosis and clinical management.
The use of a trained intermediary in such cases would compromise performance,
as it would be mediated by another individual’s power of selection, observation,
and experience. Observation requires the functional use of vision and somatic
sensations and is often enhanced by the sense of smell.
24
2. Communication
The student must be able to communicate effectively in English, as the
curriculum and clinical experiences are offered exclusively in English. Students
are encouraged to learn other languages for medical communication; however,
the entire curriculum and all assessment exercises are provided in English.
CUSOM requires the functional ability to speak, hear, and observe patients in
order to elicit accurate medical information. The student must be able to both
describe changes in mood, activity, posture, and other physical characteristics
and to perceive nonverbal communication.
The student must be able to communicate effectively and efficiently in verbal
and written form. The student must be able to communicate effectively and
efficiently with patients and with all members of the healthcare team in order to
successfully complete the curriculum.
3. Motor and Sensory
The student must have sufficient motor and sensory function to gather
information from patients through the performance of palpation, percussion, and
other diagnostic measures. The student must have sufficient motor function to
carry out maneuvers of general and emergent medical care and of osteopathic
manipulation. Examples of emergent motor functions include, but are not
limited to, cardiopulmonary resuscitation, placement of central venous access,
administration of intravenous fluids and intravenous medications, management
of an obstructed airway, hemorrhage control, wound closure by suturing, and
obstetrical deliveries.
In addition, osteopathic manipulation requires the use of the provider’s
extremities in palpation, positioning, and carrying out maneuvers of
manipulation. These actions require fine and gross motor control, as well as the
sense of touch and adequate vision for inspection. Students must be able to
generate sufficient force, and be able to receive these same forces, to
successfully learn and provide effective osteopathic manipulative treatments for
all techniques taught in the curriculum which include, but are not limited to,
muscle energy, counterstrain, Still technique, and high-velocity, low amplitude
(HVLA).
4. Intellectual
The student must have the ability to reason, calculate, analyze, measure, and
synthesize information delivered in a variety of formats, including, but not
limited to, electronic/digital sources, EKGs, medical images and similar
modalities. The student must be able to comprehend, learn, synthesize, and
recall a large amount of information without assistance, in order to successfully
complete the curriculum.
25
The student must be able to comprehend and understand/apply three-
dimensional and spatial relationships to successfully complete the curriculum
and apply fundamental concepts to the provision of patient care. The student
must be able to acquire and synthesize knowledge through various types of
learning materials and formats utilized in the CUSOM curriculum. In addition,
students must be able to perform pattern recognition, recall information, identify
and discriminate important information, problem solve, calculate and make
decisions in timed situations and in the presence of noise and distractions.
The above intellectual abilities are essential, as students and graduates are
expected and required to perform pattern recognition, immediate recall of
learned material, discrimination to elicit important information, problem
solving, and decision-making in the emergent diagnosis and treatment of
patients. Students must be able to recall and apply important information to
generate a differential diagnosis and to develop a therapeutic management for
emergent conditions. This type of demonstrated intellectual ability must be
performed in a rapid and time-efficient manner in order to provide appropriate
care to patients with emergent conditions.
It is common for emergent situations to occur in the presence of visually
distracting and noisy environments. Such emergent situations include, but are
not limited to, cardiopulmonary compromise, cardiopulmonary resuscitation,
obstetrical and neonatal emergencies, trauma presentations, toxic exposures,
shock, and hemorrhage.
5. Behavioral and Social Attributes
The student must possess the emotional health needed for full use of his/her
intellectual capabilities at all times. The emotional health required for effective
communication and for professional, mature, sensitive, and compassionate
patient/physician or patient/student relationships must be present.
Students must be able to function effectively under stress and with physically
taxing workloads, such as during lectures, labs, written and practical
examinations, and clinical rotations. Students must have the emotional stability
and motivation to deliver patient care and to make emergent decisions at all
times.
The ability to adapt to changing environments and stressful situations and to
display compassion and integrity, while maintaining the necessary intellectual
capacity to care for patients, is one evaluated during the interview process and
throughout the student’s progress in the medical school curriculum.
An ability to demonstrate the emotional health necessary for the delivery of
quality and safe medical care is mandatory throughout medical school. CUSOM
considers drug and alcohol addiction or abuse a significant risk factor for
26
providing unsafe patient care and poor patient outcomes. As such, CUSOM has
developed policies regarding alcohol and substance abuse (See Section 3.16.5
of this Bulletin).
6. Vaccination Requirements
Verification that all vaccination requirements are fully met or in progress
is required by July 1. Accepted students who have not verified vaccination
requirements are fully met or in progress by July 1 prior to matriculation
may have their offer of admission rescinded. Students who have their offer
of admission rescinded will forfeit their seat in the class and their deposit
will not be refunded. See Section 3.16 of this Bulletin for additional
information.
Applicants must identify to the Executive Director of Student Affairs all areas where
there is any question regarding their ability to meet these Technical Standards. If an
applicant has a question about his/her ability to meet the minimal Technical Standards,
the applicant is required to notify the Executive Director of Student Affairs in advance
of applying.
An offer of acceptance may be rescinded should an accepted applicant NOT meet
the Technical Standards and Vaccination Requirements for Admission to
CUSOM, or be found to not be able to meet these Technical Standards and
Vaccination Requirements following matriculation (See Section 3.16).
For matriculated students, inability to maintain compliance with educational
training Technical Standards including vaccinations may result in Dismissal from
the program.
If an applicant signs he/she meets the minimum health requirements, including required
vaccination standards, and Technical Standards for admission, but it is discovered after
matriculation that the student signed knowing he/she did not meet these minimum
standards, then the student may receive sanctions up to and including dismissal from the
program.
27
3.4 Non-Discrimination
The CUSOM Office of Admissions makes every effort to recruit students with diverse
backgrounds to foster the cultural richness to meet its Mission and Goals. CUSOM
applicants will not be discriminated against on the basis of:
• race;
• ethnicity;
• color;
• sex;
• sexual orientation;
• gender;
• gender identity;
• gender expression;
• national origin;
• age;
• disabilities;
• religion;
• genetic information;
• protected veteran status;
• protected military status; and
• any other characteristic protected
by law, except where appropriate
and authorized by law.
3.5 Americans with Disabilities Act
CUSOM operates in compliance with the Americans with Disabilities Act of 1990
(ADA), and the ADA Amendments Act of 2008 (ADAAA), both as amended, to assure
its facilities, programs and student policies are accessible to individuals with disabilities.
Applicants and students with specific needs who request or are planning to request an
accommodation under the ADA should contact the Executive Director of Student
Affairs following the process described in Section 7.2.3 of this Bulletin
3.6 Application Process
Step 1: AACOMAS Application
CUSOM participates with other osteopathic colleges in a centralized application
processing service called the American Association of Colleges of Osteopathic
Medicine Application Service (AACOMAS). An application may be submitted
online at https://choosedo.org.
Detailed instructions can be accessed through and questions can be answered by
contacting:
AACOMAS
aacomasinfo@liaisoncas.com
Telephone: (617) 612-2889
To initiate the application process, applicants must apply directly to AACOMAS.
AACOMAS is available to the students for the entering class from May through
March of the year applying.
28
Applicants must request all official transcripts from all colleges and universities
attended to be mailed directly from the institution(s) to the AACOMAS office.
Students should also ensure all MCAT scores are forwarded directly to AACOMAS
from the AAMC.
Applicants who have taken course work and/or have earned a degree from a foreign
institution must also submit to AACOMAS an evaluation of their transcripts in a
course-by-course fashion from one of the AACOMAS-approved evaluation
services. The evaluation service must verify course work completed at an institution
outside of the US is comparable to a regionally accredited US college or university
in a course-by-course fashion.
Step 2: CUSOM Secondary Application Process
After receipt of the AACOMAS application, CUSOM performs an initial screening
of the application. Applicants determined to be eligible for a Secondary
Application based on criteria established by the CUSOM Admissions Committee,
may be invited to submit a Secondary Application and supporting documents.
Please note CUSOM screens all primary applications, and not all applicants will
receive an invitation to submit a Secondary Application.
Applicants invited to submit a Secondary Application will receive an email
notification. This email will contain information and instructions on how to
complete the Secondary Application and submit the processing fee. A non-
refundable fee of $50.00 is payable upon submission of the Secondary Application
for admission. CUSOM waives this fee if the applicant has an approved
AACOMAS fee waiver document.
In addition to the Secondary Application and non-refundable processing fee or
AACOMAS fee waiver, applicants must submit two required letters of
recommendation. Letters of recommendation must be originals on professional or
college/university letterhead and signed by the evaluator. Letters of
recommendation may not be written by a relative, including relatives through
marriage. CUSOM accepts letters through AACOMAS, Interfolio and mail.
Letters of recommendation which are included as a part of a pre-health committee
packet or letters from an official evaluation collection service (AACOMAS or
Interfolio) recognized by CUSOM as a part of their official application packet and
are accepted without signature or letterhead, as long as the letters are sent directly
from the authors to the pre-health committee. If the applicant’s school does not
utilize a pre-health committee, a letter must be from a science PhD faculty member
familiar with the academic work of the applicant. A second letter of
recommendation must be from either an osteopathic physician (DO) or an allopathic
physician (MD). Although a letter from an osteopathic physician is not required, it
is strongly recommended.
29
While shadowing experience with a DO is not required, applicants who have
shadowing experience with an osteopathic physician demonstrate commitment to
the profession and understanding of the practice of osteopathic medicine.
CUSOM welcomes additional letters of support or recommendation from those who
are acquainted with the student’s academic or professional ability. All additional
letters of recommendation must be originals on professional or college/university
letterhead, signed by the evaluator, and sent directly to the CUSOM Office of
Admissions.
3.7 Applications Deadline
The official AACOMAS application is available online at:
https://choosedo.org
The deadline for CUSOM applicants is March 1, but this deadline is subject to change
annually. Applicants should consult the CUSOM website for more information. The
last day for applicants to submit their Secondary Application and supporting materials
is March 15, but an earlier submission is highly encouraged.
3.8 CUSOM Selection Process
To be considered for an interview, each applicant must meet all the preceding
admissions requirements and Technical Standards for admission and have a complete
application file, including the AACOMAS application, a Secondary Application, proof
of US Citizenship or Permanent US Residency (Passport, Green Card or Certificate of
Naturalization), a letter of recommendation from either an osteopathic or allopathic
physician, a recommendation form/letter from a pre-medical or pre-health committee or
science PhD faculty member and the processing fee or AACOMAS fee waiver.
Additional information may be required by CUSOM as necessary.
After receipt of all required materials, the applicant’s file is reviewed by the Office of
Admissions to determine eligibility for an interview based on criteria established by the
CUSOM Admissions Committee.
The applicant will interview with members of the CUSOM faculty, staff, and
administration. During the interview, the applicant’s academic history and knowledge
may be reviewed as well as the attributes which demonstrate their potential to become
a caring and competent osteopathic physician and fit for CUSOM’s Mission.
At the conclusion of the interviews, the interviewers submit their recommendation
through WebAdMIT for review by the Director of Admissions, and these
recommendations are presented and discussed during an Admissions Committee
meeting. The Admissions Committee reviews each applicant who interviews with
CUSOM and makes a recommendation to the Dean to either “Accept” or “Deny”
admission.
30
The Dean, as the Chief Academic Officer, makes all final decisions on candidate status.
The Dean decides to grant or deny acceptance of each candidate. This decision is
provided to the applicant in a timely manner, by email notification typically within 2-4
weeks of the interview date.
Intentional misrepresentation or omission of information on any form or record relevant
to admission requirements subjects the applicant to a retraction of an offer for admission,
or dismissal of the student in the case the misrepresentation/omission is discovered after
matriculation. CUSOM reserves the right to deny admission to any applicant for any
lawful reason it deems appropriate. Matriculation may be denied to applicants who have
failed to maintain a good record of scholastic performance or good record of personal
conduct between the time of their acceptance and their matriculation at CUSOM. In
addition, re-admission may be denied to students returning from an approved Leave of
Absence if they have failed to maintain a good record of scholastic performance or good
record of personal conduct between the time of the beginning of their leave of absence
and scheduled date of return.
An offer of acceptance may be rescinded should an accepted applicant NOT meet
the Technical Standards and Vaccination Requirements for Admission to
CUSOM.
For matriculated students, inability to maintain compliance with educational
training Technical Standards including vaccinations may result in Dismissal from
the program.
Additionally, applicants found to have screening tests positive for alcohol, prescription
medications without a valid prescription, or substances which are illegal in the state of
North Carolina may result in revocation of an offer of acceptance or dismissal from the
program in the case that positive tests are discovered after matriculation. Controlled
substance screening results are viewed in light of North Carolina and federal laws
governing illegal substances.
For example, although the use of marijuana is legal in some states, the US Federal Drug
Enforcement Agency lists it as an illegal drug. Its use or abuse impairs the ability of a
healthcare professional to provide optimal care to his or her patients. As such, the use
of marijuana in any form is a violation of University policy.
3.9 Early Decision Admissions Track
The Early Decision Admissions Track is an admissions option for candidates who
identify CUSOM as their first choice amongst both osteopathic and allopathic medical
schools for pursuing a medical education. To be considered for the Early Decision
Admissions Track, the candidate must meet all the following requirements and agree to
apply only to CUSOM until an early decision notification has been made. Please note
the Early Decision Admissions Track requirements are in addition to the minimum
requirements for admissions listed in Sections 3.2 and 3.3 of this Bulletin.
31
Early Decision Admissions Track Requirements
• Minimum Science and Overall GPA of 3.50 on a 4.0 scale.
• Recent MCAT score (by August of the calendar year the application for Early
Decision is being submitted; MCAT scores may accepted up to three years prior
to the date of application) with a minimum overall score at or greater than the
50
th
percentile.
• Submit an application, official transcript from all institutions attended, and
official MCAT scores to AACOMAS by July 15 of the year preceding
matriculation.
• Submit a letter of intent to the Office of Admissions indicating that CUSOM is
your first choice for medical schools by July 15 and request review for Early
Decision Admissions Track.
• Submit all secondary application materials including Secondary Application,
application fee or AACOMAS fee waiver, letter of recommendation from a
premedical advisor or science faculty member (typically a PhD), and letter of
recommendation from an osteopathic or allopathic physician by July 15.
• The letter of intent should indicate all applications to other medical schools will
be withheld until early decisions are made by CUSOM. Students will be
notified no later than August 15.
3.10 Guaranteed Interview Process
This is only applicable to Campbell University undergraduate students with:
• A minimum Science and Overall GPA of 3.30 on a 4.0 scale.
• A minimum overall MCAT score at or above the 50
th
percentile with a
preferred score in the 50
th
percentile or higher in Biological and Biochemical
Foundations of Living Systems (BBFLS).
• Application, transcripts from all institutions attended, and MCAT scores
submitted to AACOMAS in September of their senior year.
• A positive evaluation from the Dean of their undergraduate college.
Campbell University undergraduate students meeting the above criteria will be:
• Guaranteed an interview no later than October of their senior year.
• Guaranteed a decision within two weeks of interviewing.
• Any offer of acceptance will be contingent upon maintaining minimum
Science and Overall GPA of 3.30 on a 4.0 scale.
3.11 Early Acceptance Program for Medicine
The Campbell University Jerry M. Wallace School of Osteopathic Medicine offers an
Early Acceptance Program for Medicine to attract prospective students interested in
attending medical school after completing their undergraduate studies.
Through this program, seats are reserved in future medical school classes for exceptional
students matriculating as freshmen at Campbell University.
32
All Campbell University qualified applicants may apply for the Early Acceptance
Program for Medicine, and finalists will be interviewed by the School of Osteopathic
Medicine’s Admission Committee as part of the selection process.
Students in the School of Osteopathic Medicine actively learn in an environment
providing clinical training while integrating biomedical sciences with hands-on
experiences using modern technology.
Students in the Early Acceptance Program for Medicine may be eligible to participate
in specialized medically-related experiences during their undergraduate years based on
availability. These experiences may include:
• Shadowing physicians
• Participating in Interprofessional Education (IPE) events with fellow students
who are preparing to enter a healthcare field such as pharmacy, nursing, physical
therapy or physician assistant
• Attending select medical school lectures
• Participating in select simulation medicine events
• Working with medical school faculty on research and scholarly projects and
other special opportunities not typically afforded to undergraduate students
Additional information concerning the Early Acceptance for Medicine Program may be
found at:
https://medicine.campbell.edu/admissions/osteopathic-medicine-admissions/early-
acceptance-program/
3.12 Transfer Applicants
CUSOM may consider acceptance of transfer students. Potential transfer students must
submit the following to the Office of Admissions: a completed CUSOM Application for
Transfer form, certified and official transcripts from all post-secondary educational
institutions verifying passing grades in all subjects at the time of transfer, and an overall
3.2 GPA or higher on a 4.0 scale at their current medical school.
Transfer students leaving an accredited medical school must request a letter from both
the Dean and one Associate Dean from all prior medical schools attended.
Transfer credit will be dependent on coursework completed by the applicant and will be
subject to the final approval from the Dean based on the recommendation of an ad hoc
subcommittee of the CUSOM Admissions Committee. Students who have completed
two years of course work at another medical school will not be considered if they have
not passed COMLEX-USA Level 1. Credits will only be transferred from COMs
accredited by the American Osteopathic Association’s Commission on Osteopathic
College Accreditation (COCA) or from schools of medicine accredited by the Liaison
Committee on Medical Education (LCME). An ad hoc committee appointed by the
Dean conducts an evaluation of courses for transfer.
33
Students transferring from another medical school to CUSOM will be required to
complete at least the last two years at CUSOM prior to graduation. In addition, all
transfer students must meet the CUSOM requirement for osteopathic manipulative
medicine including the demonstration of the requisite knowledge and application of
osteopathic philosophy prior to graduation. Each transfer applicant’s materials will be
reviewed by the Admissions Committee, and the applicant will be interviewed prior to
the approval of a transfer.
CUSOM has the right to require additional courses to be taken or clinical rotations added
if deemed necessary to ensure the graduates are of the highest quality and contribute to
CUSOM successfully meeting its Mission. The Dean determines satisfactory
completion of these requirements. Students must fulfill all requirements for graduation,
including passing COMLEX-USA Level 1, COMLEX-USA Level 2-CE, and
COMLEX-USA Level 2-PE licensing examinations, to receive the DO degree from
CUSOM.
NOTE: As of the date of this Bulletin, the National Board of Osteopathic Medical
Examiners (NBOME) and the COCA have temporarily waived the passing of
COMLEX-USA Level 2-PE as a graduation requirement for the Class of
2023. As such, to be eligible to graduate, each student must successfully
complete CUSOM’s Clinical Skills Assessment Program which includes both
a longitudinal assessment of student performance and an on-campus multi-
station Objective Structured Clinical Exam (OSCE) during the fourth year.
This multi-station OSCE, also called the Physical Exam-Qualifying Exam
(PE-QE), requires students to successfully demonstrate the fundamental
clinical skills and physician-related competency domains required for
graduation, entrance into supervised graduate medical education programs,
and the provision of safe osteopathic medical care of patients.
3.13 Transfers from Accredited Schools of Medicine
Credits are only transferrable from COMs accredited by the American Osteopathic
Association’s Commission on Osteopathic College Accreditation (COCA), or from
schools of medicine accredited by the Liaison Committee on Medical Education
(LCME). Students wishing to transfer must have completed all course work with passing
grades at the time of the transfer request and have at least a 3.2 or greater GPA on a 4.0
scale for schools which utilize a numeric grading scale. Each course is evaluated by the
Office of Academic Affairs as to course content, equivalency, and credit hours prior to
any credit being transferred.
Transferred credits are only accepted if the student is eligible for readmission to a
previously attended COCA-accredited COM or LCME-accredited school of medicine
or is currently an osteopathic medical student or allopathic medical student with overall
good standing at the institution from which they are seeking transfer. Letters from the
Dean and Associate Dean(s) of the previously attended medical school(s) are required
to verify the student is in good standing and is eligible for readmission to their
institution.
34
LCME transfer students must complete the CUSOM requirement for osteopathic
manipulative medicine including the demonstration of the requisite knowledge and
application of osteopathic philosophy prior to graduation.
The Dean, as the Chief Academic Officer, makes all final decisions on transfer requests.
3.14 International Student Applicants
CUSOM may accept students who are US-born citizens, naturalized citizens, and green
card holders. Applicants must understand that for clinical training sites, clearance for
the permission to participate in clinical training is determined by the site, not CUSOM.
Certain sites have more time-consuming clearance processes, such as Veterans
Administration hospitals and other federal facilities. CUSOM cannot guarantee
clearance for the permission to participate in clinical training at a specific site but will
work to place students at the necessary sites to complete their educational requirements.
In addition, eligibility to participate in graduate medical education is determined by the
individual residency program, not by CUSOM.
As noted in Section 3.8 of this Bulletin, applicants who have taken course work and/or
have earned a degree from a foreign institution must also submit to AACOMAS an
evaluation of their transcripts in a course-by-course fashion from one of the
AACOMAS-approved evaluation services. The evaluation service must verify course
work completed at an institution outside of the US is comparable to a regionally
accredited US college or university in a course-by-course fashion.
CUSOM does not accept transfer students from international medical schools.
3.15 Juris Doctor and Doctor of Osteopathic Medicine (JD/DO) Dual Degree Program
The Jerry M. Wallace School of Osteopathic Medicine and the Norman Adrian Wiggins
School of Law offer a six-year combined program of study (JD/DO Dual Degree
Program) leading to awarding of both the Juris Doctor (JD) degree and the Doctor of
Osteopathic Medicine (DO) degree upon successful completion of all requirements.
One significant benefit of the combined program is the opportunity for students to
complete the program in six years, thereby reducing the amount of time it would
otherwise take to earn these two degrees separately by one calendar year. Graduates
will be poised to obtain significant positions of leadership, administration, and
management and will be well equipped to serve as leaders in their professional and civic
communities, working to make significant contributions at the intersection of law and
medicine.
While Campbell JD/DO graduates will most likely practice in just one of the
professions, their studies will provide them with exceptional insights into today’s
complex medico-legal issues. This program is rigorous and demanding and enrollment
will be limited to those students meeting the criteria for both Campbell University
School of Law and Campbell University School of Osteopathic Medicine Admissions
Standards.
35
Students admitted to the JD/DO program complete both degrees in six years, beginning
their studies in the Campbell University School of Law.
During the first year, the student would begin law school studies during the Summer
Semester followed by law school classes in fall, spring, and summer semesters.
During the second year of the combined program, the student would begin medical
studies at the Campbell University School of Osteopathic Medicine and complete two
years in medical studies before returning to the law school.
As a dual degree program, it is important to note that both the law school and the medical
school are accredited.
North Carolina has six American Bar Association (ABA)-accredited law schools:
1. Campbell University
2. Duke University
3. Elon University
4. North Carolina Central University
5. University of North Carolina Chapel Hill
6. Wake Forest University
North Carolina has five Liaison Committee on Medical Education (LCME)- or
Commission on Osteopathic College Accreditation (COCA)-accredited medical
schools:
1. Campbell University (COCA-accredited)
2. Duke University (LCME-accredited)
3. East Carolina University (LCME-accredited)
4. University of North Carolina Chapel Hill (LCME-accredited)
5. Wake Forest University (LCME-accredited)
CUSOM is the only osteopathic medical school in North Carolina, and the JD/DO
program is unique. In North Carolina, at the time of this Bulletin only Duke University
has a similar dual-degree program. In the United States, the only other osteopathic
medical school with a similar joint degree program is Rowan University in New Jersey.
Applicants to the JD/DO Dual Degree program must first apply to both degree programs
individually in the same academic year and meet all admission requirements outlined
for both the Campbell University Juris Doctor (JD) and the Campbell University Doctor
of Osteopathic Medicine (DO) programs. The application deadline for the JD/DO Dual
Degree program is November 15.
Applicants must be new applicants to and have accepted offers of admission from both
degree programs to be eligible for review and acceptance into the JD/DO Dual Degree
program. Acceptance into the JD and DO degree programs individually does not
guarantee acceptance into the JD/DO Dual Degree program.
36
The admissions process for the JD/DO Dual Degree program begins with applicants
submitting a written request to both the law and medicine programs indicating their
interest in pursuing and matriculating into the JD/DO Dual Degree program.
Only applicants who were offered admission into the DO and the JD programs (in the
same academic year), and who have formally accepted these offers, will be reviewed by
the Dual Degree Program Committee for admission to the JD/DO Dual Degree program.
Applicants will undergo an additional committee interview to discuss additional
supplemental application material for the JD/DO Dual Degree program. Moreover, this
interview will be open file and may include documents from the applicant’s
AACOMAS, Secondary Application, and additional supplemental application materials
for the DO school.
Combined JD/DO Degree Curriculum Overview
Program Year School Credits (School)/Year
Total Credits Earned
(running totals)
Summer
LAW (1L) 5 credits (Law) 5 (Law)
1
LAW (1L) 31 credits (Law) 36 (Law)
Summer
LAW (1L) 8 credits (Law) 44 (Law)
2
MEDICINE (MS-1)
---------------
LAW (2L)
49.5 credits (Medicine)
---------------
2 credits (Law)
49.5 (Medicine)
---------------
46 (Law)
Summer
LAW (2L) 8 credits (Law)
49.5 (Medicine)
---------------
54 (Law)
3
MEDICINE (MS-2)
---------------
LAW (2L)
42 credits (Medicine)
---------------
2 credits (Law)
91.5 (Medicine)
---------------
56 (Law)
4
LAW (3L) 30 credits (Law)
91.5 (Medicine)
---------------
86 (Law)
5
MEDICINE (MS-3)
---------------
LAW (3L)
120 credits (Medicine)
---------------
2 credits (Law)
211.5 (Medicine)
---------------
88 (Law)
6
MEDICINE (MS-4)
---------------
LAW (3L)
110 credits (Medicine)
---------------
2 credits (Law)
321.5 (Medicine)
---------------
90 (Law)
JD and DO DEGREES CONFERRED
Additional information concerning the JD/DO Dual Degree Program may be found at:
https://law.campbell.edu/learn/academic-program/dual-degree-programs/
37
3.16 CUSOM Matriculation and Enrollment Policies
All accepted students must meet the following requirements prior to matriculation:
3.16.1 Health and Vaccination Requirements
Accepting an offer of admission to CUSOM will require the incoming student
to adhere to any mandates imposed by the University at a later date; acceptance
of the offer of admission is indirect affirmation the incoming student both
understands this point and accepts this as a condition of acceptance.
Verification that all vaccination requirements are fully met or in progress
is required by July 1. Accepted students who have not verified vaccination
requirements are fully met or in progress by July 1 prior to matriculation
may have their offer of admission rescinded. Students who have their offer
of admission rescinded will forfeit their seat in the class and their deposit
will not be refunded.
All vaccination requirements that are in-progress at the time of
matriculation must be completed according to the recommended schedule.
All deposited CUSOM students are required to submit the following to the
Office of Clinical Affairs:
1. Completed medical history form
2. Proof of all CUSOM vaccination requirements either met or in progress
by July 1
3. Completed controlled substance screen (described below)
4. Completed physical examination conducted by a licensed physician
5. Proof of health insurance
Students must obtain all CUSOM-required vaccinations and corresponding
titers, prior to matriculation and remain compliant with all vaccination
requirements through graduation in order to complete all required supervised
clinical practice experiences in the CUSOM curriculum.
Regulatory and legislative authorities require students to demonstrate
vaccination, immunity and/or protection from multiple contagious diseases
before being allowed to participate in clinical experiences. CUSOM requires
students to meet all vaccination requirements prior to matriculation and
maintain compliance with these requirements through graduation. Descriptions
of CUSOM vaccination requirements specifically addressing Diphtheria,
Pertussis, Tetanus, Measles, Mumps, Rubella, Varicella, Hepatitis B, Influenza,
and COVID-19 and testing for Tuberculosis are presented below.
All incoming and current students must log all vaccination requirements on the
standard AAMC Standard Immunization Form, available at:
https://www.aamc.org/download/440110/data/immunizationform.pdf
38
This form must be completed in its entirety and signed by a physician or
qualified healthcare provider verifying the required information. In addition,
students are required to submit supporting documentation including vaccination
records and titers.
Important Notes Regarding Vaccination Requirements
Verification that all vaccination requirements are fully met or in progress
is required by July 1. Accepted students who have not verified vaccination
requirements are fully met or in progress by July 1 prior to matriculation
may have their offer of admission rescinded. Students who have their offer
of admission rescinded will forfeit their seat in the class and their deposit
will not be refunded.
Accepting an offer of admission to CUSOM will require the incoming student
to adhere to any mandates imposed by the University at a later date; acceptance
of the offer of admission is indirect affirmation the incoming student both
understands this point and accepts this as a condition of acceptance.
Students must maintain full compliance with the requirements of CUSOM’s
vaccination policy in order to participate in any patient care activities sponsored
by, or affiliated with, CUSOM. Any incoming student needs to weigh these
facts in considering acceptance of an offer of admission to CUSOM.
• In addition, the influenza vaccine is required annually and before
placement in a clinical rotation. COVID-19 vaccination requirements
will follow CDC guidelines or as specified by clinical education
partners and may require boosters annually or at other designated
intervals.
o
Clinical experiences are part of the core curriculum to obtain the
Doctor of Osteopathic Medicine degree, and, therefore, CUSOM
does not waive vaccination or student health requirements for
religious or personal preferences except as set forth herein.
o
Campbell University currently provides students the opportunity to
request a medical or religious exemption for the COVID-19 vaccine
through the following process:
Students who seek a medical or religious exemption to the
COVID-19 vaccination requirement should contact the Vice
President for Student Life and Christian Mission, who chairs the
Exemption Review Panel, at 910-893-1541 or
vaxexemption@campbell.edu.
o
The granting of an exemption to the COVID-19 requirement does
not guarantee that a clinical training partner will honor the
exemption. Campbell University cannot guarantee clinical
placement for any student who does not comply with all vaccination
requirements, even if the student has a religious or medical
exemption granted by the University.
39
o
Campbell University does not have authority or control over a
clinical site’s decisions. Therefore, an exemption granted under
Campbell University’s policies may not be applicable and accepted
by a third-party clinical site. Even if a student is granted an
exemption from vaccination requirements by the University, failure
to provide proof of vaccinations for clinical experiences as required
by external agencies may limit their clinical training opportunities
and prevent or delay completion of academic requirements and
graduation. Any expenses required by a clinical site for testing are
the sole responsibility of the student.
o
If a student does receive an exemption, this does not create a
prioritization in clinical placements. Standard placement processes
will be utilized without consideration of waiver status.
o
If a student does not receive a clinical rotation placement as a result
of an external clinical site’s refusal to allow placement of a student
who has not obtained all required vaccinations, the student will not
be entitled to a refund of tuition or other relief from Campbell
University.
• Unless granted an exemption, students will not be allowed to participate
in any patient care activities, including, but not limited to, early clinical
experiences, activities with standardized patients, health outreach
events, local, regional, national or international mission trips, and
clinical rotations, until all vaccination requirements have been met.
• Inability to participate in required clinical experiences due to
noncompliance with CUSOM vaccination policies may result in
unexcused absences leading to failure of a course, Academic
Performance, Promotion and Standards (APPS) Committee hearing,
Academic Probation, Suspension, delay in graduation, or even
Dismissal from the program.
Students must obtain all CUSOM-required vaccinations and corresponding
titers prior to matriculation and remain compliant with all vaccination
requirements through graduation in order to complete all required supervised
clinical practice experiences in the CUSOM curriculum.
Unless granted an exemption, non-compliance with CUSOM Vaccination
Requirements will result in referral to the Academic Performance,
Promotion and Standards (APPS) Committee. In addition, noncompliance
with requirements may result in the inability to participate in any clinical
experiences, including, but not limited to, standardized patient OSCEs,
early clinical experiences, and clinical rotations. This may result in
unexcused absences leading to failure of a course or clinical rotation(s),
additional referral to the Academic Performance, Promotion and
Standards (APPS) Committee, Academic Probation, Suspension, delay in
graduation, or even Dismissal from the program.
40
All students must provide written documentation utilizing the AAMC
Standardized Immunization Form:
https://www.aamc.org/media/23441/download
completed and signed by their healthcare provider or institutional representative
verifying all CUSOM-required vaccination and titer requirements (completed
or in progress), as listed below, and in accordance with the CDC Guidelines
(https://www.cdc.gov/vaccines/adults/rec-vac/hcw.html), have been met for the
following:
Diphtheria, Pertussis and Tetanus
a. All students must submit documentation (physician signature or
vaccination record) of vaccination with a *Tdap booster (Boostrix
®
or
Adacel
®
) since the year 2005.
i. *Tdap is the one-time booster containing the acellular pertussis
vaccine and is available only in the Boostrix
®
or Adacel
®
vaccines.
ii. Following the Tdap booster, a Td routine booster is required every
ten (10) years.
b. This information should be entered into the “Tetanus-diphtheria-
pertussis” section of the AAMC Standard Immunization Form.
MMR: Measles (Rubeola), Mumps, and Rubella
a. Students must provide dates and verification (physician signature or
vaccination record) of two (2) MMR vaccinations, occurring at least 28
days apart.
i. If the student is able to provide a vaccination record or physician
signature verifying the dates of these two (2) vaccinations, no titer
will be required.
b. Students unable to provide vaccination records or physician signature
verifying completion of the MMR series have two (2) options:
i. Repeat the MMR series of two (2) vaccinations at least 28 days apart
and provide documentation verifying completion of the series.
ii. Obtain titers for measles, mumps, and rubella.
1. If a student elects to obtain titers and they show evidence of non-
immunity to any of the three (3) components of the vaccine
(measles, mumps, or rubella), they will be required to repeat the
MMR series of two (2) vaccinations at least 28 days apart. The
exception is if there is only non-immunity to Rubella, only one
additional MMR vaccination will be required.
c. This information should be entered into the “MMR (Measles, Mumps,
Rubella)” section of the AAMC Standard Immunization Form.
41
Varicella
a. Students must provide antibody titers as evidence of immunity to
Varicella.
b. If antibody titers demonstrate a student is not immune to Varicella, they
must receive two (2) doses of the varicella vaccine administered four
(4) weeks apart.
c. This information should be entered into the “Varicella” section of the
AAMC Standard Immunization Form.
Hepatitis B Vaccination
a. Students must provide dates and verification (physician signature or
vaccination record) of completing a Hepatitis B vaccination series
consisting of either:
i. A three (3) dose series of either the Engerix-B or Recombivax HB.
Injections of these vaccines are generally given at 0, 1, and 6 months
which means injection two would be given 1 month following
injection one, and injection three would be given 6 months
following injection one.
ii. Two-dose series of Heplisav-B
®
with the doses separated by at least
four (4) weeks.
b. A quantitative antibody titer is then performed 4-8 weeks following the
final dose in the series. Qualitative results cannot be accepted.
c. While students may not have completed the entire series at the time of
matriculation, all students must have at least received their first injection
and be in the process of completing the subsequent injection(s) and titer
following the above schedule.
d. In addition, all students must provide verification of quantitative
antibody titers demonstrating immunity to Hepatitis B. To ensure
accuracy, it is recommended antibody titer testing be performed 4-8
weeks following the final dose in the series.
e. Students who do not demonstrate immunity through adequate titer
levels
i. Students who have received the initial series of Hepatitis B vaccine
(3-doses if Engerix-B or Recombivax HB or 2-doses if Heplisav-
B
®
) and do not seroconvert to demonstrate immunity will be
required to repeat the complete series of vaccinations.
ii. Following completion of the repeat series of Hepatitis B
vaccinations, students must obtain another quantitative titer to
confirm immunity. To ensure accuracy, it is recommended that
antibody titer testing be performed 4-8 weeks following the final
dose in the series.
iii. Students who still do not demonstrate immunity following the
second Hepatitis B vaccination series will be considered a vaccine
non-responder and at risk for acquiring Hepatitis B Virus (HBV).
42
iv. Students who do not attain immunity following completion of a
second Hepatitis B vaccination series will also be required to obtain
testing for active Hepatitis B infection. Please see the information
below under Hepatitis B testing for further details.
f. If testing for Hepatitis B infection is negative, the student will be
considered non-immune to Hepatitis B and will meet with the Associate
Dean for Clinical Affairs. Current recommendations and additional
education on universal precautions, risk avoidance, and treatment
options if exposed to HBV will be provided to the student. The student
will sign documentation of informed consent to continue their
education, acknowledging the medical risk and receipt of this
information, but they will not be required to continue additional HBV
vaccinations.
Hepatitis B Testing
a. Per CDC guidelines, any student who does not obtain protective
immunity as demonstrated by quantitative titers to Hepatitis B after a
completion of two (2) vaccination series (for a total of six (6)
vaccinations with either Engerix-B or Recombivax HB or a total of four
(4) vaccinations with Heplisav-B
®
) will be required to obtain serologic
testing for Hepatitis B infection as described below. Qualitative results
cannot be accepted.
b. Students who attain protective immunity to Hepatitis B after either the
first or second vaccination series are considered immune, protected, and
free of Hepatitis B and, therefore, do not require testing for the disease.
c. Testing for Hepatitis B is accomplished through evaluation of serum
HBsAg (Hepatitis B Surface Antigen) and anti-HBc (Total Hepatitis B
core antibody).
i. Hepatitis B surface antigen (HBsAg) is a protein on the surface of
HBV; it can be detected in high levels in serum during acute or
chronic HBV infection. The presence of HBsAg indicates the
person is infectious. The body normally produces antibodies to
HBsAg as part of the normal immune response to infection. HBsAg
is the antigen used to make Hepatitis B vaccine.
ii. Total Hepatitis B core antibody (anti-HBc) appears at the onset of
symptoms in acute Hepatitis B and persists for life. The presence of
anti-HBc indicates previous or ongoing infection with HBV of an
undefined time frame.
iii. Students who are required to obtain Hepatitis B testing must provide
results of both HBsAg and anti-HBc to CUSOM along with the
confirmatory lab reports.
43
Students Testing Positive for Hepatitis B
a. Results of Hepatitis B testing will not affect a student’s matriculation
status or offer of acceptance but provide valuable information to ensure
proper student and patient care safeguards and adherence to CDC
recommendations for the management of Hepatitis B virus-infected
healthcare providers and students are followed. In addition, testing prior
to matriculation provides documentation of baseline infection status in
the event a student has an exposure incident during subsequent clinical
activities.
i. While the presence of a chronic disease does not affect admission to
CUSOM, student participation in clinical training is subject to the
policies of the affiliated private hospitals and other healthcare
facilities where students train.
b. As noted by the CDC guidelines, HBV infection alone does not
disqualify infected persons from the practice or study of medicine.
However, in order to promote and optimize both infected student and
patient safety, CUSOM has adopted the following set of guidelines for
students found to be infected with HBV.
c. Students who test positive for Hepatitis B/show evidence of Chronic
Active Hepatitis B will be required to have a complete evaluation by an
Infectious Disease physician or Gastroenterologist to evaluate the
student’s clinical and viral burden status and make recommendations
regarding treatment and any appropriate limitation to participation in
specific procedures or patient care activities. The consulting physician
should provide the following information to the Associate Dean for
Clinical Affairs:
i. A summary of the complete evaluation including any additional
testing deemed appropriate to define and further evaluate the
student’s Hepatitis B infection and impact on their health. This
should include, but is not limited to, HBV DNA levels (serve as a
predictive indicator of infectivity).
1. The CDC recommends that an HBV level 1,000 IU/ml (5,000
GE/ml) or its equivalent is an appropriate threshold for a
reviewing physician or panel to adopt.
ii. Details of any treatment are recommended.
iii. A recommendation regarding the student’s ability to participate in
patient care including any restriction from specific procedures or
patient care activities (Based on Category I or Category II
Procedures).
iv. Coordination with the student’s primary care physician (PCP) for
ongoing care and establishment of appropriate follow up which
must include at least an annual exam.
v. Complete the CUSOM Hepatitis B Information Form (Appendix
1) documenting the above information and submit it to the Associate
Dean for Clinical Affairs.
44
1. The consultation must be completed and the CUSOM Hepatitis
B Information Form received by the Associate Dean for Clinical
Affairs before the student is permitted to begin clinical rotations
or participate in any other patient care activities, including, but
not limited to, activities with standardized patients, the CUCCC,
community medicine outreach activities, or medical mission
trips. Students will not be able to participate in clinical rotations
or other patient care activities until this is completed.
2. A student testing positive for Hepatitis B is required to complete
a follow up visit with the consulting specialist (or primary care
physician upon recommendation of the consulting specialist)
once every 12 months or sooner based on the specialist’s
recommendation. Additionally, another CUSOM Hepatitis B
Information Form must be completed and submitted to the
Associate Dean for Clinical Affairs prior to the start of fourth-
year clinical rotations.
3. Notification of Student Hepatitis B Status
• Per CDC guidelines, routine notification of patients
regarding student HBV status is not indicated unless the
provider exposes the patient to a blood-borne infection.
• To ensure HBV-infected students are following all
institutional policies regarding the provision of care by
infected providers, the Director of Student Medical
Education (DSME), or equivalent, and preceptor will be
notified of the students HBV infection prior to the rotation
as well as the recommendations of the consulting specialist
regarding any suggested restriction from patient care
activities.
4. Modification of Plan of Study for Students with Chronic
Hepatitis B Infection
• Students who are cleared by the evaluating specialist to
participate in unrestricted patient care will have no
modification of their clinical education or rotation
experience unless mandated by their specific clinical site.
• Students who are restricted from performing specific clinical
procedures (Category I) by the evaluating specialist or
clinical site may have their educational curriculum or
rotation experience modified as needed. This may include
the substitution of simulation-based aids or cadaveric
models to provide equivalent procedural experiences.
• Any requirement to modify student procedural experiences
based on consultant or clinical site recommendations will not
adversely affect a student’s grade as the student will be
evaluated utilizing one of the alternative methods noted
above.
45
• The choice for alternative educational/procedural
experiences will be determined in consultation with the
discipline clinical chairs, discipline preceptors, and regional
deans/DSMEs on each campus.
5. Additional guidelines and information regarding students with
Chronic Hepatitis B Infection
• Standard Precautions
All students, including those with HBV infection, must
maintain strict adherence to the tenants to standard
(universal) infection control precautions.
Students with HBV infection are encouraged to practice
double-gloving, especially when participating in highly
exposure-prone procedures, as this intervention has been
shown to be efficacious in preventing the spread of HBV
infections.
• Exposure-prone Procedures
In general, exposure-prone procedures include those in
which access for surgery is difficult, or those in which
needle stick injuries are likely to occur, typically in very
closed and non-visualized operating spaces in which
double-gloving and the skin integrity of the operator
might be compromised.
Given the variety of procedures, practices, and providers,
each HBV-infected healthcare provider performing a
potentially exposure-prone procedure will need
individual consideration. This will include a
recommendation from an Infectious Disease specialist or
Gastroenterologist who has evaluated the student along
with guidance provided by individual hospital,
healthcare system, and/or preceptor policies.
• Categorization of Clinical Procedures
Category I Procedures
a. Those known or likely to pose an increased risk of
percutaneous injury to a healthcare provider that
have resulted in provider-to-patient transmission of
HBV.
b. Are generally limited to:
i. Major abdominal, cardiothoracic, and orthopedic
surgery;
ii. Repair of major traumatic injuries;
iii. Abdominal and vaginal hysterectomy;
iv. Caesarean section;
v. Vaginal deliveries; or
vi. Major oral or maxillofacial surgery.
46
c. Techniques that have been demonstrated to increase
the risk for healthcare provider percutaneous injury
and provider-to-patient blood exposure include:
i. Digital palpation of a needle tip in a body cavity; or
ii. The simultaneous presence of a healthcare
provider’s fingers and a needle or other sharp
instrument or object (bone spicule) in a poorly
visualized or highly confined anatomic site.
d. Students with HBV infection may be restricted from
performing Category I procedures based on
recommendations from an Infectious Disease
specialist or based on hospital or preceptor policy.
2. Category II Procedures
a. All other invasive and noninvasive procedures.
b. Pose low or no risk for percutaneous injury to a
healthcare provider or, if a percutaneous injury
occurs, it usually happens outside a patient’s body
and generally does not pose a risk for provider-to-
patient blood exposure.
c. Procedures include the following:
i. Surgical and obstetrical procedures that do not
involve the techniques listed for Category I;
ii. The use of needles or other sharp devices when
the healthcare provider’s hands are outside a
body cavity (e.g., phlebotomy, placing and
maintaining peripheral and central intravascular
lines, administering medication by injection,
performing needle biopsies, or lumbar puncture);
iii. Dental procedures other than major oral or
maxillofacial surgery;
iv. Insertion of tubes (e.g., nasogastric,
endotracheal, rectal, or urinary catheters);
v. Endoscopic or bronchoscopic procedures;
vi. Internal examination with a gloved hand that
does not involve the use of sharp devices (e.g.,
vaginal, oral, and rectal exam); or
vii. Procedures that involve external physical touch
(e.g., general physical or eye examinations or
blood pressure checks).
d. Students with HBV infection are generally not
restricted from performing Category II procedures.
47
Tuberculosis (TB) Testing
a. Baseline TB screening/testing is required for all medical students prior
to matriculation and again prior to each year of clinical rotations.
b. There are two (2) acceptable methods for TB screening, and all students
must provide documentation of the results from ONE of the two
methods:
i. Two-step tuberculin skin test (TST); or
ii. Interferon-Gamma Release Assay (IGRA) blood test
(QuantiFERON TB Gold In-Tube Test or T-spot TB Test).
If the initial TB screening is done with the Tuberculin Skin Test
(TST), the student must have the Two-Step Method at baseline
(described below) followed by a single-step annually. If the blood
test (Interferon-Gamma Release Assay or IGRA) is used at initial
screening for baseline measures, a two-step process is not required.
Students should speak with their physician to determine which test
is most appropriate for them.
c. Option 1: The Mantoux Tuberculin Skin Test (TST)
i. The Mantoux TST is the standard method of determining whether a
person has been exposed to Mycobacterium tuberculosis. The TST
is performed by injecting 0.1 ml of tuberculin purified protein
derivative (PPD) into the anterior surface of the forearm. The skin
test reaction should be read between 48 and 72 hours after
administration. If the test is not read between 48 and 72 hours after
being placed, the student will need to be rescheduled for another
skin test.
1. Two-Step Method: If TST is utilized as the TB screening test,
the “two-step method” is required.
ii. Test interpretation
1. If the first TST result in the two-step baseline testing is positive,
the person is considered infected and should be evaluated and
treated accordingly.
2. If the first test result is negative, the TST should be repeated in
1–3 weeks.
3. If the second test result is positive, the person is considered
infected and should be evaluated and treated accordingly.
4. If both steps are negative, the person is considered uninfected,
and classify the TST as negative at baseline testing.
iii. Note: Two-step Method is only used at the initial screening for a
baseline measure – annual testing thereafter only requires a single
PPD.
iv. When IGRAs are used for testing, there is no need for a second test.
48
v. Summary of 2-step TST testing is provided in the following table:
1
st
TST Test
Negative
Repeat TST in 1-3 weeks
Positive Considered positive for infection*
2
nd
TST Test
Negative
Person probably does not have an infection
Single PPD required annually moving forward
Positive Considered positive for infection*
* It is recommended that any student who has received bacille
Calmette–Guérin (BCG), a vaccine for TB disease, undergo
IGRA, rather than TST testing. If a student who has previously
received BCG undergoes TST testing and obtains a positive
result, they should be tested using an IGRA.
d. Option 2: Interferon-Gamma Release Assays (IGRAs) Blood Test
i. TB blood tests (interferon-gamma release assays or IGRAs)
measure how the immune system reacts to the bacteria that cause
TB. Two IGRAs are approved by the U.S. Food and Drug
Administration (FDA) and are available in the United States:
1. QuantiFERON
®
–TB Gold In-Tube test (QFT-GIT)
2. T-SPOT
®
.TB test (T-Spot)
ii. IGRAs are the preferred method of TB infection testing for
anyone who has received bacille Calmette–Guérin (BCG). BCG
is a vaccine for TB disease.
iii. Results of IGRAs
1. Positive IGRA: This means that the person has been infected
with TB bacteria. Additional tests, including a chest X-ray, are
needed to determine if the person has latent TB infection or
active TB disease.
2. Negative IGRA: This means that the person’s blood did not
react to the test, and that latent TB infection or TB disease is not
likely.
e. Special Situations – Prior BCG Vaccination and Pregnancy
i. Testing for TB in BCG-Vaccinated Persons:
1. Many people born outside of the United States have been BCG-
vaccinated. People who have had a previous BCG vaccine may
receive a TB skin test. In some people, BCG may cause a
positive skin test when they are not infected with TB bacteria.
If a TB skin test is positive, additional tests are needed. IGRAs,
unlike the TB skin tests, are not affected by prior BCG
vaccination and are not expected to give a false-positive result
in people who have received BCG.
2. Students who have had a previous BCG vaccine must still be
tested for TB with the TST or IGRAs.
49
3. Most people with previous BCG vaccine should consider an
IGRA rather than a TST test; however, that decision should be
made in consultation with their healthcare provider.
ii. Pregnancy
1. Pregnancy is not a contraindication for TB skin testing.
Pregnant students and students who are nursing should be
included in the same baseline and serial TB screening as all
other healthcare workers. IGRA blood tests are not currently
used in pregnant women.
iii. Medical Students with Positive TST or IGRA Testing
1. Students with WRITTEN documentation of a previous positive
TST or TB Blood Test
2. If the date and result of the previous test are documented, these
students do not need a repeat TST or TB blood test.
3. If they have written documentation of the results of a chest X-
ray indicating no active TB disease that is dated after the date of
the positive TST or TB blood result, they do not need another
chest X-ray unless symptoms or signs of TB disease develop or
a clinician recommends a repeat chest X-ray.
4. These students do not require annual TST or IGRA testing but
must complete the TB Risk Assessment Form (Appendix 2)
annually, have it signed by a physician, and return it to the Office
of Clinical Affairs.
5. If the student does not have written documentation of a chest
radiograph, they must obtain a chest X-ray prior to matriculation
to exclude a diagnosis of infectious TB. The
results/interpretation of this chest X-ray must be submitted to the
Office of Clinical Affairs.
iv. Medical Students with a Newly Identified Positive TST or IGRA
Blood Test
1. If a student tests positive with either screening test (TST or
IGRA) any time following matriculation, they must immediately
notify the Office of Clinical Affairs.
2. These individuals must be assessed by their physician for current
TB symptoms and risk factors for progression to active TB
disease. The physician must complete the “Record of
Tuberculosis Screening” form and provide documentation
indicating that the student is permitted to continue in the
curriculum as a medical student including participation in
lectures, labs, and clinical rotations. This documentation, along
with documentation of the student’s chest x-ray result as noted
below, must be submitted to the Office of Clinical Affairs prior
to the student returning to campus or participating in any clinical
rotation experiences.
50
3. In addition, they must obtain a chest X-ray to exclude a
diagnosis of active infectious TB disease and submit this
documentation to the Office of Clinical Affairs.
v. Medical Students with Suspected or Confirmed Infectious TB
1. If infectious TB is confirmed, the student must not return to
campus or participate in any third- or fourth-year clinical
rotations or other clinical activities, including, but not limited to,
the CUCCC, community outreach, or medical mission trips. A
student confirmed to have infectious TB will only be able to
return when all the following criteria have been met:
• Three consecutive sputum samples collected in 8-24 hour
intervals are negative with at least one sample from an early
morning specimen;
• The person has responded to anti-TB treatment that will
likely be effective (based on susceptibility results);
• The person is determined to be noninfectious by a physician
knowledgeable and experienced in managing active TB
disease
2. The student’s treating physician must provide documentation to
the Office of Clinical Affairs verifying each of these criteria
have been met and that the student can safely participate in
clinical rotations.
f. All required information regarding TB testing and treatment must
be entered in the “Tuberculin Screening History” section of the
AAMC Standard Immunization form.
Influenza
a. All students are required to provide the dates and verification (physician
signature or vaccination record) of an annual influenza vaccination.
b. Students will be required to resubmit verification annually and will not
be allowed to participate in patient care activities without proof of
vaccination.
COVID-19
Due to the rapidly evolving nature of this disease, the requirements listed
below are subject to change at any time to be consistent with recognized
safe practices.
• COVID-19 vaccination requirements will follow CDC guidelines or as
specified by clinical education partners and may require boosters
annually or at other designated intervals.
• If additional COVID-19 vaccination requirements are implemented,
they may have specific deadlines.
• Clinical experiences are part of the core curriculum to obtain the Doctor
of Osteopathic Medicine degree, and, therefore, CUSOM does not
waive vaccination or student health requirements for religious or
personal preferences.
51
• Campbell University currently provides students the opportunity to
request a medical or religious exemption for the COVID-19 vaccine
through the following process:
o Students who seek a medical or religious exemption to the COVID-
19 vaccination requirement should contact the Vice President for
Student Life and Christian Mission, who chairs the Exemption
Review Panel, at (910)-893-1541 or vaxexemption@campbell.edu.
Optional Vaccines and Testing
HIV Testing
Although not required, CUSOM encourages all students to obtain
HIV testing prior to matriculation. Testing prior to matriculation
provides students with their baseline status regarding the presence of
HIV infection which is valuable in the event a student has an exposure
incident during subsequent clinical activities. Students are not
required to report the results of their testing to CUSOM.
Hepatitis C Testing
To protect CUSOM students and patients, it is recommended that
students obtain Hepatitis C testing and provide documentation of test
results to the Office of Clinical Affairs prior to matriculation.
Results of Hepatitis C testing will not affect a student’s
matriculation status or offer of acceptance but will provide valuable
information to ensure proper patient care safeguards and adherence to
CDC recommendations for the management of Hepatitis C virus in
infected healthcare providers and students are followed. In addition,
testing prior to matriculation provides a baseline status regarding the
presence of Hepatitis C infection which is valuable in the event a student
has an exposure incident during subsequent clinical activities.
Testing for Hepatitis C may be accomplished by several methods with
the most common method utilized for initial screening being the
measurement of anti-HCV, which is a test to detect the presence of
antibodies to the Hepatitis C virus.
If anti-HCV tests are positive, students will be required to obtain
additional confirmatory testing and medical follow up in accordance
with CDC guidelines:
http://www.cdc.gov/hepatitis/HCV/HCVfaq.htm#section3
52
Optional Vaccines
The following vaccines are considered optional; however, CUSOM
strongly advises all students to discuss the appropriateness of each of the
following vaccinations with their primary care physician, taking into
account their personal medical history, risk factors for contracting these
diseases and potential for international travel.
1. Polio
2. Hepatitis A
3. Meningococcal Disease
4. Yellow Fever
5. Typhoid Fever
Students who have obtained the above optional vaccinations should
document the dates and provide verification (physician signature or
vaccination records) and include them in the “Additional Vaccines” section
of the AAMC Standard Immunization Form.
Additional Information Regarding Immunization Requirements
In some situations, clinical training sites may have additional
vaccination requirements above those required by CUSOM.
CUSOM does not waive vaccination or student health requirements for
religious, medical, or personal preferences.
CUSOM may revise the vaccination requirements at any time as deemed
necessary, and all students will be required to comply with any subsequent
changes.
3.16.2 National Background Checks
If an applicant has been convicted of a misdemeanor or felony prior to admission
or matriculation, it is their responsibility to inform CUSOM immediately.
Failure to disclose and provide accurate information about prior convictions
may result in rescinding of acceptance offers, program dismissal, or other
sanctions.
Applicants must be aware of the potential impact on program acceptance and
contact the CUSOM Office of Admissions for guidance if they have a felony
conviction or a criminal record. If an applicant is uncertain of the status of a
charge versus a conviction on their record, or if they are uncertain as to whether
the offense was an infraction, misdemeanor, or a felony, they should contact the
city, county, or state jurisdiction where the incident occurred, and they should
contact the CUSOM Office of Admissions.
53
CUSOM applicants are required to self-disclose any charges, arrests or
convictions including misdemeanors, felonies, a prayer for judgment continued,
deferred adjudications, traffic violations, military non-judicial punishment, court
martial, and general or less-than-honorable discharge from the military, (all
hereinafter “Offenses”) with the understanding that non-disclosure/falsification
of any previous or pending Offenses may result in the revocation of the offer of
admission. This includes, but is not limited to, the following:
• Any instance in which they were arrested but which did not result in a
conviction;
• Any instance in which they were convicted of a crime but the conviction
was overturned on appeal;
• Any instance in which they were convicted of a crime but received a
pardon;
• Any instance in which they were tried as a juvenile or in which the
conviction was entered via a court process specific to juvenile
defendants; or
• Any instance in which they were convicted of a crime but the conviction
has since been expunged or sealed by a court under applicable law
If a student has any Offenses pending final adjudication at any time during the
application process, at the time of matriculation, or following matriculation, it is
the student’s responsibility to immediately inform CUSOM.
Additionally, in response to requirements in the professional practice
environment and to minimize the risk to patients, a background check will be
completed on all accepted applicants prior to matriculation, and on any student
whose actions could potentially be considered a risk to others at any time.
Should any Offenses occur after matriculation, (1) the student must report the
Offenses to the Executive Director of Student Affairs within thirty (30) days of
the incident, or (2) if Offenses occurring prior to matriculation are not reported
to CUSOM at the time of application but are subsequently discovered following
matriculation, the Offense will, pursuant to Section 6.7.5 of this Bulletin, be
reviewed by the Academic Performance, Promotion and Standards (APPS)
Committee and may result in possible sanctions, up to, and including, dismissal
from the program.
A national background check may be performed at any time and is also done on
each student prior to the start of clinical rotations. Students must be aware
that results of any background check are shared with the clinical sites.
By matriculating to CUSOM, the student agrees to allow CUSOM to share
background check information in full with the student’s respective clinical
site(s).
Additional national background checks may be performed at the discretion of
CUSOM or its partnering institutions before accepting a student into a clinical
rotation.
54
National background checks may be required at any time deemed appropriate by
CUSOM. Discovery of any previously non-reported Offense(s) may lead to
referral to the Academic Performance, Promotion and Standards (APPS)
Committee and possible sanctions, up to, and including, dismissal from the
program.
CUSOM has no control over the content of third-party background checks. Even
expunged records may appear on these background checks. Background checks
revealing prior Offenses, even charges which may have been dismissed by the
courts, could still result in consequences affecting clinical rotations, acceptance
into residency programs, future licensing, specialty board certification, or
employment opportunities.
If a student is unable to complete clinical rotations due to the inability to pass
background check requirements, they will not be capable of making academic
progress or be able to meet graduation requirements. In addition, and as such,
they will be referred to the APPS committee for possible sanctions, up to, and
including, dismissal from the program.
A student with any Offenses is encouraged to contact the licensure boards in the
state of intended practice to ensure the aforementioned Offense will not inhibit
the ability to obtain a medical license upon graduation.
All current or former students returning from an approved extended period away
from CUSOM, such as a Leave of Absence or an offer to repeat an academic
year, must notify the Executive Director of Student Affairs in writing of any
Offenses, including any conduct which may be considered a violation of the
Standards of Professional Conduct (Section 5.6.3), Student Professionalism and
Ethics Standards (Section 6.7.2), Honor Code (Section 6.7.3), or the Code of
Conduct (Section 6.7.4) no earlier than sixty (60) calendar days prior to the
anticipated return date. For example, a student returning from a Medical
Withdrawal on August 1, the Background Check and Controlled Substance
Screen must be completed and results provided to CUSOM between June 2 and
July 31. An Offense occurring less than sixty (60) days prior to the anticipated
return date must be reported to the Executive Director of Student Affairs within
24 hours of the Offense. Non-disclosure or falsification of any information
related to an Offense may result in the revocation of the offer to return to
CUSOM, or if already returned to CUSOM, referral to the APPS Committee for
possible sanctions up to, and including, dismissal from the program.
CUSOM retains the right to relinquish the seat of any current or former student
returning from an extended absence if they have been criminally charged or
convicted of a misdemeanor, felony, or traffic violation. Students who have
already resumed classes following an extended absence, who have been or are
criminally charged or convicted of a misdemeanor, felony, or traffic violation
will be referred to the APPS Committee for sanctions up to, and including,
55
dismissal from the program. As future physicians, students are held to a high
standard of professionalism, ethics, and honor, and CUSOM has a duty to protect
the public from potential harm by its students.
All current or former students returning from an approved period away from
CUSOM including, but not limited to, a Leave of Absence or an offer to repeat
an academic year, minimally must submit a completed Supplemental
Application, national background check, and controlled substance screen within
a timeframe designated by CUSOM, no earlier than sixty (60) calendar days
prior to the anticipated return date. For example, a student returning from a
Medical Withdrawal on August 1, the Background Check and Controlled
Substance Screen must be completed and results provided to CUSOM between
June 2 and July 31. Additional requirements, such as a psychiatric or medical
evaluation, may be placed on returning students as deemed appropriate.
Students who do not return on the approved date, or otherwise do not fulfill all
the requirements for return yet still wish to attend CUSOM, will have to re-apply
through AACOMAS and will not be guaranteed re-admission.
3.16.3 Driver’s License
As the clinical campus system of CUSOM is widespread across the states of
North and South Carolina, all applicants must provide evidence of a valid
driver’s license to allow for travel to clinical rotations. Students may have to
drive up to an hour from the premier educational partner of their respective
regional site for an assigned rotation. Therefore, evidence of a valid driver’s
license must be provided to the Office of Student Affairs by the end of the first
year of medical school. Failure to provide evidence of a valid driver’s license
by the end of the first year of medical school may prevent the student from being
promoted to the second year of medical school. Due to the potential need to
travel for clinical rotations during the third and fourth year, all students must
maintain a valid driver’s license through graduation.
3.16.4 Basic Life Support Skills
CUSOM students are required to have Basic Life Support (BLS) training prior
to matriculation and must maintain active certification through graduation. Each
student must provide a copy of their American Heart Association CPR card,
documenting current BLS for Healthcare Providers certification. CUSOM only
accepts BLS for Healthcare Provider courses authorized by the American Heart
Association. Failure to provide evidence of appropriate certification may result
in revocation of an offer of acceptance.
56
BLS certification must be maintained throughout a student’s enrollment at
CUSOM. Students who allow their certification to lapse will not be
permitted to participate in any clinical experience, including third- and
fourth year rotations. Students who are unable to participate in required
clinical rotations due to a lapse in their BLS certification will not be capable of
completing curricular requirements or making academic progress and will be
called to the APPS Committee according to the process prescribed in this
Academic Bulletin.
3.16.5 Controlled Substance Screening
In response to requirements in the professional practice environment and to
minimize the risk to patients, a controlled substance screening must be
completed by all accepted applicants prior to matriculation. This screening must
meet CUSOM’s standards and be conducted by an agency approved by
CUSOM.
Controlled substance screening results are viewed in light of state and federal
laws governing illegal or controlled substances. If the controlled substance
screening test result is positive (i.e., evidence of a controlled substance) or shows
other abnormalities including, but not limited, to excessively dilute urine, an ad
hoc committee will be assigned to review the case. Depending on the
recommendation of the ad hoc committee, the student’s acceptance may be
rescinded.
For example, although the use of marijuana is legal in some states, the US
Federal Drug Enforcement Agency lists it as an illegal drug. Its use or abuse
impairs the ability of a healthcare professional to provide optimal care to his or
her patients. As such, the use of marijuana in any form is a violation of
University policy.
By signing the Attestation confirming that students have read and
acknowledge compliance with the precepts contained in the CUSOM
Academic Bulletin, each applicant to CUSOM attests he/she is not currently
using, and he/she will not use while a CUSOM student, any products or
substances in any manner which are illegal in the state of North Carolina.
A random controlled substance screening is required prior to starting clinical
rotations, and all results are shared with the clinical sites. Additional screenings
may be required, at any time, at the discretion of CUSOM or partnering-
institutions. By matriculating to CUSOM, the student agrees to allow CUSOM
to share controlled substance screening results as deemed necessary.
57
If either of the following events occur, the matter will be referred to the APPS
Committee for review in accordance with Section 6.7.5 of this Bulletin:
1. Any substance-related incident which occurs before or after
matriculation, including, but not limited to, charges/arrests for Driving
Under the Influence or possession of a controlled substance, must be
reported by the student to the CUSOM Office of Student Affairs within
thirty (30) days of the occurrence.
2. If the controlled substance screening test result is positive (i.e., evidence
of a controlled substance) or shows other abnormalities including, but
not limited, to excessively diluted urine
3.16.6 Transcripts
All CUSOM students are required to provide official transcripts from all
colleges and universities attended if they have coursework which was not
included or degree(s) not conferred with the transcripts submitted through
AACOMAS. All transcripts are included in the student’s original AACOMAS
application so students are only required to provide CUSOM official transcripts
from coursework completed and degree(s) conferred after the AACOMAS
application was submitted.
All students must submit all required paperwork by the published deadlines.
Failure to submit information could result in an offer of admission being
rescinded. Falsification of any document or omission of any pertinent
information may result in dismissal from the program if discovered after
matriculation.
58
4. Student Expenses and Financial Aid
4.1 Cost of Attendance
4.1.1 Secondary Application Fee
A non-refundable fee of $50.00 is payable upon submission of the Secondary
Application for admission. Details regarding fee submission are included in
the email invitation to submit a Secondary Application. CUSOM will waive
this fee if the applicant has an approved AACOMAS fee waiver document.
4.1.2 Acceptance Fee
Accepted students must submit a non-refundable deposit of $1,500.00 to
CUSOM by the deadline designated in their offer of acceptance. Payment is
credited toward tuition upon matriculation.
4.1.3 Tuition and Fees
Tuition is subject to change annually. Tuition for the 2022-2023 Academic
Year is $57,360 with additional fees of $2,080 to cover recreation, technology,
and other needs. Campbell University’s Board of Trustees reserves the right to
change the schedule of tuition and fees without advance notice, and to make
such changes applicable to present, as well as future students of CUSOM. The
Board of Trustees may also establish additional fees or charges for special
services whenever, in the Board of Trustee’s opinion, such actions are deemed
advisable.
Students receiving federal aid or scholarships which have not arrived by the
beginning of the academic year must have written assurance the funds are
awarded. Students must pay any outstanding tuition and fees. When those
funds are distributed, any funds which exceed tuition and fees will be refunded.
All inquiries concerning the above policies and all requests for refunds should
be directed to the Campbell University Office of Financial Aid:
CUSOMFinancialAid@Campbell.edu
Student Fees
Students in Years One through Four are assessed an annual student fee of
$2,080. These fees are used to cover costs of laboratory equipment,
computer software and maintenance, professional organization
membership, student activities, technology, and health services. The
Campbell University Board of Trustees reserves the right to change this fee
schedule without notice.
59
4.1.4 Refund Policy
Tuition and fees are refunded in accordance with the Campbell University
Refund/Repayment Policy for Graduate and Professional Programs.
https://www.campbell.edu/bursars-office/payments/refund-information/
To officially withdraw from CUSOM, a student is required to complete an
official withdrawal form available from CUSOM’s Office of Student Affairs.
The official form must be completed with proper signatures obtained and turned
in to the Executive Director of Student Affairs. Once all signatures are
obtained, the Executive Director of Student Affairs provides a copy to the
Registrar for placement in the student's permanent file.
Upon the completion of the official withdrawal form and the receipt of said
form in the CUSOM Office of the Registrar, the student’s class registration is
updated as a withdrawal or separation from the University denoting the
“Effective Date”.
The Campbell University Bursar’s Office verifies all classes have been updated
accordingly and reassesses student tuition and fee charges. CUSOM students’
tuition refunds are issued for a University Withdrawal ("W" status) in
accordance with the schedule set forth in the link below. To be eligible for a
University Withdrawal tuition refund, the student must withdraw from CUSOM
and all classes are subsequently assigned a "W" status. Withdrawal tuition
refunds will be based on the effective date of status change and calculated in
accordance with the Campbell University Refund/Repayment Policy for
Graduate and Professional Programs:
https://www.campbell.edu/bursars-office/payments/refund-
information/tuition-refund-schedules/
The Campbell University Bursar’s Office is responsible for the reassessment of
student account charges and ensuring financial aid awards have been evaluated
and reassessed accordingly. The Campbell University Bursar’s Office reserves
the right to hold refund of credit balances until they have evaluated and
approved the release of funds awarded to students who withdraw from the
University.
Any student account balance resulting from a University withdrawal or
separation is the responsibility of the student and subject to the collections
process. Students will not have grades entered on transcripts, or have
transcripts available, if there is an outstanding balance owed the University.
60
4.2 Financial Aid
Campbell University’s Office of Financial Aid (Office of Financial Aid) makes every
effort to ensure no qualified applicant is denied the opportunity to study medicine due
to financial reasons. The financial aid program assists students in the form of
institutional scholarships and student loans. The Office provides financial aid
counseling to prospective applicants and to CUSOM graduates and beyond.
The Office of Financial Aid is responsible for the administration of the student financial
aid program. Financial aid counseling is provided to all prospective students as part of
the applicant interview process. During each applicant interview session, a financial
aid counselor provides a financial aid presentation. Personal financial aid counseling
is also available to students by appointment.
The Office of Financial Aid will email all accepted students information related to
applying for financial aid. Students interested in applying for financial aid are required
to complete the Free Application for Federal Student Aid (FAFSA), and the Statement
of Financial Responsibility. Students must also provide any other documentation
required by federal, state, and private financial assistance programs to determine
eligibility for student financial assistance.
Financial aid counseling is presented to incoming students at the Financial Aid
Entrance Interview Presentation during Orientation. Attendance at this financial aid
presentation is mandatory for all students. During the presentation, federal entrance
counseling requirements are discussed including aid eligibility calculations, borrower
rights and responsibilities, and loan information. A review of the financial aid
application process, loan disbursements, billing process, deferments, record keeping,
and debt management are also discussed. Students may meet individually with the
financial aid counselor if they have specific questions regarding their financial aid
package or if the counselor requests a special meeting.
The Office of Financial Aid provides personal counseling upon request with students
receiving financial aid throughout each academic year. CUSOM students are offered
periodic updates regarding changes in financial aid regulations and application
procedures. Such information is provided to students through their CUSOM email.
Students are encouraged to call, email, or stop by the Office of Financial Aid for further
individual assistance.
The Office of Financial Aid also provides Debt Management Counseling sessions for
medical students. These sessions include budgeting tips, responsible borrowing
strategies, loan terms and conditions, default prevention, student loan debt in relation
to monthly payment amounts and average physician salaries, deferment, forbearance,
repayment and consolidation options, record keeping, and helpful websites for
additional financial aid resources. Satisfactory Academic Performance (SAP) is one of
the factors which determine if a student will qualify for renewal of financial aid. The
SAP at CUSOM currently is set at a minimum cumulative GPA of 2.2 on a 4.0 scale.
61
The Office of Financial Aid coordinates Exit Counseling sessions for any student who
withdraws or graduates from CUSOM. During these sessions, federal exit counseling
requirements are discussed including borrower rights and responsibilities, instructions
on how to access and interpret the National Student Loan Data System (NSLDS), loan
terms and conditions, default prevention, repayment options and strategies,
consolidation, deferment, forbearance, record keeping and helpful websites for
additional financial aid resources. Students may meet individually with the financial
aid counselor if they have specific questions regarding their financial aid or if the
counselor requests a special meeting. In compliance with federal government
regulations for students who withdraw and do not meet with the financial aid counselor,
the exit information is mailed to the student’s address of record.
4.2.1 Financial Aid Renewal
Students receiving financial aid are expected to make reasonable and timely
Satisfactory Academic Progress (SAP) towards their graduate degree during all
periods of enrollment. Campbell University is consistent in applying the SAP
policies to full- and part-time students. The cumulative GPA for achieving SAP
for CUSOM is currently 2.2 on a 4.0 scale.
Additional information regarding SAP and financial aid can be found on the
Campbell University Website:
https://www.campbell.edu/financial-aid/policies/
In addition, should there be an outstanding balance at the end of the semester,
students will be placed on a Bursar’s Office Hold and will not be registered for
the following semester and are not eligible for financial aid until the Bursar’s
Office Hold is cleared.
CUSOM and Campbell University advise students concerning financial aid
requirements; however, final responsibility rests with each individual student
to ensure all financial aid requirements and due dates are met and are up-to-
date.
4.3 Scholarships
4.3.1 Merit Scholarships
CUSOM awards merit scholarships to a limited number of admitted students as
an effort to recruit highly qualified medical students. Scholarship criteria are
based primarily on Cumulative GPA, Science GPA, overall MCAT score,
applicant interview, and scholarship essay. The Endowed and Annual
Scholarship Committee may also consider other factors, such as undergraduate
university, interest in osteopathic medicine, commitment to service, and
Mission fit.
62
Merit Scholarship Criteria
*
Scholarship Criteria are intended to serve as guidelines and may be modified
as necessary by the Dean.
Presidential Scholarship
In order to be considered for a Presidential Scholarship, a student must
meet the interview ranking requirement by the Endowed and Annual
Scholarship Committee and have a Cumulative and Science GPA of 3.50
or higher on a 4.0 scale, AND an overall MCAT score of ≥ 75
th
percentile. Presidential Scholarship recipients receive a $20,000
tuition scholarship, which may be annually renewed.
Dean’s Scholarship
In order to be considered for a Dean’s Scholarship, a student must meet
the interview ranking requirement by the Endowed and Annual
Scholarship Committee and have a Cumulative and Science GPA of
3.50 or higher on a 4.0 scale, with an overall MCAT score of ≥ 55
th
percentile OR a Cumulative and Science GPA of 3.30 or higher on a 4.0
scale and an overall MCAT score of ≥ 75
th
percentile. Dean’s
Scholarship recipients receive a $10,000 tuition scholarship, which may
be annually renewed.
Campbell University Scholarship
In order to be considered for the Campbell University Scholarship, a
student must be a Campbell University graduate and have a Cumulative
and Science GPA of 3.30 or higher on a 4.0 scale, and an overall MCAT
score of ≥ 55
th
percentile. Campbell University Scholarship recipients
receive up to a $10,000 tuition scholarship, which may be annually
renewed. This award may be in addition to other Campbell University
scholarships.
Eligible students are prescreened in the initial award year by the Office of
Admissions and qualified candidates re recommended to the Endowed and
Annual Scholarship Committee. Scholarship Committee members review each
candidate and forward recommendations to the Dean for approval of
scholarship consideration. Once approved by the Dean, all decisions are final.
Candidates selected for scholarship consideration are emailed a letter via
WebAdMIT inviting them to apply for the respective scholarship. An invitation
to submit an essay does not guarantee the student will be awarded a scholarship.
63
In order to be considered for a scholarship, a student must complete and return
an essay, of no more than 500 words, answering one of the questions below:
• Why the student would be an excellent candidate for scholarship
assistance
• How the student will contribute to improving healthcare in North
Carolina
• What the student will contribute to Campbell University
• How the student reached the decision to study Osteopathic Medicine
All scholarship essays must be returned to CUSOM by the due date specified
on the scholarship invitation. Completed essays should be submitted via email
to:
CUSOMFinancialAid@Campbell.edu
The Chair of the Scholarship Committee reviews the essay content and makes
scholarship recommendations to the Dean who will make all final scholarship
decisions. The Chair of the Scholarship Committee notifies scholarship
recipients of their award by a formal scholarship notification letter and an email.
Along with the award notification, students receive a Scholarship Acceptance
Contract, which must be completed and returned by the due date to:
CUSOMFinancialAid@Campbell.edu
Failure to complete and return the contract by the due date will result in
forfeiture of the scholarship.
To accept a scholarship officially, the student must return their Admissions
Acceptance Form and Scholarship Acceptance Contract. Students who fail to
submit all of these items by the due date will forfeit their CUSOM scholarship.
CUSOM grants scholarships until funding is exhausted or as long as the
qualified candidate pool exists.
If a student selected to receive a Presidential or Dean’s Scholarship also
receives a full tuition scholarship from an external source (e.g., Health
Professions Scholarship Program (HPSP) or the National Health Service
Corps Scholarship), they relinquish eligibility for the Presidential, Dean’s,
and Campbell University Scholarships.
The Endowed and Annual Scholarship Committee may also evaluate candidates
for other outside or endowed scholarships as appropriate.
64
4.3.2 Endowed Scholarships
The Jerry M. Wallace School of Osteopathic Medicine is grateful for the
financial assistance made available to students each year through our Endowed
Scholarship Program. Through the generosity of the University’s many
supporters, endowed scholarships are established to help our students receive a
quality medical education.
The number and amount of endowed scholarships awarded each year is
contingent upon the number of returning recipients and the earnings available
from the invested principals. Endowed scholarships are renewable annually if
the recipient continues to be in good standing and meet the scholarship award
criteria.
Students who wish to be considered for an endowed scholarship must complete
the endowed/direct aid scholarship application and submit it to the Associate
Director of Financial Aid. Eligible students are prescreened in the initial award
year by the Office of Admissions and qualified candidates are recommended to
the Endowed and Annual Scholarship Committee and/or Medical Missions/IPE
Medical Missions Scholarship Committees. Recommended students, including
renewing students, are reviewed at an Endowed and Annual Scholarship
Committee and/or IPE Medical Missions Scholarship Committee meeting after
matriculation in the respective semester. Committee members vote to
determine the final scholarship recipients.
The minimum requirements to be considered for award of an endowed
scholarship are:
• Must be a matriculated full-time student for the Fall/Spring semester.
• Must meet donor eligibility requirements (i.e., demonstrated financial
need, residency, and academic performance) outlined in the respective
Scholarship Agreement.
In addition, good conduct, good citizenship, community service, and other such
similar criteria are considered in the selection of scholarship recipients.
Campbell University will notify applicants selected to receive scholarships in
writing via email. An award letter stating the name of the scholarship and the
amount awarded is provided to the student attached to the email. All endowed
scholarship recipients are required to write a thank you letter to their respective
donor(s). Scholarship awards are placed in pending status until the thank you
letter is turned in to the Office of Financial Aid. After the initial award
notification letter, an e-mail follow-up is sent to the student’s Campbell email
account. The award is canceled if the thank you letter is not turned in by the
deadline date assigned by the Office of Financial Aid.
65
Endowed scholarship awards may impact Federal Student Loan award amounts.
If the endowed scholarship award amount exceeds the cost of attendance, the
federal student loan award will be reduced to align with cost of attendance.
CUSOM has the following endowed scholarships:
DP & Helen Russ Scholarship: Academic scholarship for full-time
students in the Jerry M. Wallace School of Osteopathic Medicine.
Ed and Sadie Byrd Scholarship: Academic scholarship to be awarded to
students enrolled in the Jerry M Wallace School of Osteopathic
Medicine. First preference: Campbell Graduate. Second preference:
Graduate of a NC Institution of Higher Education
G. Wilson and Stephanie Bass School of Osteopathic Medicine
Endowed Scholarship Fund: Academic Scholarship awarded to
student(s) who are enrolled in the Jerry M. Wallace School of
Osteopathic Medicine, DO Program, at Campbell University. First
preference: Medical student from a Southeastern county in North
Carolina. Second preference: Medical student who has a financial need,
has exemplary academic performance, displays good conduct or good
citizenship, and displays a passion for community service.
L. Stuart Surles School of Osteopathic Medicine: Academic scholarship
award to student(s) enrolled in the Jerry M. Wallace School of
Osteopathic Medicine, DO Degree Program, at Campbell University.
First Preference: Student(s) from Harnett County, NC. Second
Preference: Student(s) from NC. Third preference: Endowed and
Annual Scholarship Committee selection.
Rachel Helen Silver Memorial Scholarship: Awarded to a 2
nd
Year
osteopathic medical student at the end of his/her 2
nd
year who has clearly
demonstrated a willingness and a passion to give back to his/her
academic community as well as his/her local, regional, national and/or
international communities. Committee of students and faculty choose
the award recipient.
William F. Morris Memorial Scholarship: Academic Scholarship to be
awarded annually to one or more students who demonstrate excellence
in osteopathic manipulative medicine; First preference: students who
are serving as OMM Teaching Assistants (TAs, 2
nd
year students).
Medical Missions Scholarships
Medical Missions Scholarship awards are to be used specifically to
offset expenses associated with participation in medical mission trips
and are not to be used to offset cost of attendance. There are two types
66
of Medical Missions Scholarships: 1) scholarships only available to
Doctor of Osteopathic Medicine students, and 2) scholarships available
to all Campbell University health science students.
Medical Missions/IPE Scholarships only available to Doctor of
Osteopathic Medicine Students:
Frank Upchurch Medical Missions Scholarship: This
scholarship is only available to students in the Doctor of
Osteopathic Medicine program and is to be used to offset travel
and related expenses for students pursuing medical mission
service as part of their medical training at CUSOM.
Applications for the Frank Upchurch Medical Missions
Scholarship are evaluated by the CUSOM Medical Missions
Scholarship Committee, a sub-committee of the CUSOM
Endowed and Annual Scholarship Committee.
The CUSOM Medical Missions Scholarship Committee reviews
applications using the eligibility and application requirements
established in the award agreement and forwards their
recommendations to the dean for approval of scholarship
consideration. This committee also establishes application due
dates and the date of award announcement.
Medical Missions/IPE Scholarships Available to all Health Science
Students:
Lacy and Mary Collier Medical Missions Scholarship (IPE):
Eligibility for this scholarship includes student(s) seeking a
degree in one or more interprofessional health and science
programs who need provision of a medical mission trip(s)
scholarship.
Glenn and Joyce White Medical Missions Scholarship (IPE):
The purpose of this scholarship is to offset travel and related
expenses for students pursuing medical mission service as part
of their training at Campbell University. Students pursuing a
degree in one or more Campbell University interprofessional
health science programs are eligible to apply
Glenn T. & Anne S. Infinger Medical Missions Scholarship
(IPE): Glenn T & Anne S. Infinger Medical Missions Scholars
are selected based on financial need, academic performance,
good conduct, good citizenship, and community service. Other
factors may also be considered as appropriate.
67
Medical Missions/IPE Scholarships available to all Health Science
students are evaluated by the Campbell University IPE Medical
Missions Scholarship Committee, whose membership includes at least
six (6) members: three (3) from the College of Pharmacy and Health
Sciences and three (3) from the Campbell University School of
Osteopathic Medicine to include CUSOM Financial Aid and Director
of Community and Global Health.
The Campbell University IPE Medical Missions Scholarship
Committee reviews applications using the eligibility and application
requirements established in the award agreement. This committee also
establishes application due dates and the date of award announcement.
4.3.3 Direct Aid Scholarships
Direct Aid Scholarships are scholarships awarded based on available annual
funding and may or may not be renewed. Students who wish to be considered
for a direct aid scholarship must complete the endowed /direct aid scholarship
application and submit to the Office of Financial Aid. Scholarship candidates
are prescreened by Financial Aid and eligible candidates are recommended to
the Endowed and Annual Scholarship Committee and/or IPE Medical Missions
Scholarship Committee. Recommended students, including renewing students,
are reviewed at an Endowed and Annual Scholarship Committee or IPE
Medical Missions Scholarship Committee meeting after matriculation in the
respective semester. Then, Committee members vote to determine the final
scholarship recipients.
CUSOM has the following Direct Aid Scholarships:
Ransdell CUSOM Direct Aid Scholarship
The minimum requirements to be considered for award of a direct aid
scholarship are:
• Must be a matriculated full-time student for the Fall/Spring semester
• Must meet donor eligibility and requirements (i.e., demonstrated
financial need, residency, and academic performance)
In addition, good conduct, good citizenship, community service, and other
such similar criteria are considered in the selection of scholarship recipients.
All direct aid scholarship recipients are required to write a thank you letter to
their donor. Scholarship awards are placed in pending status until the thank you
letter is turned in to the University Financial Aid Office. After the initial award
notification letter, an email follow-up is sent to the student’s Campbell email
account, the award is canceled if the thank you letter is not turned in by the
deadline date assigned by University Financial Aid Office.
68
4.3.4 Scholarship Renewal Criteria
The Presidential, Dean’s, and Campbell University Scholarships may be
renewed annually providing the student maintains a cumulative CUSOM grade
point average of 3.50 or above on a 4.0 scale for Presidential scholars, and 3.30
or above on a 4.0 scale for Dean’s and Campbell University scholars, at the end
of each year of study. Cumulative grade point averages are not rounded (e.g.,
a GPA of 3.49 or 3.29 will void a scholarship).
Endowed and Direct Aid Scholarships are renewed annually if the recipient
remains in good standing and continues to meet the award criteria. The Office
of Financial Aid, in concert with the Office of the Registrar determines
eligibility for renewal of scholarship awards on an annual basis. Medical
Missions scholarships are non-renewable.
Scholarship recipients must also abide by all aspects of the CUSOM Honor
Code. Violations of the Honor Code may result in revocation of a scholarship.
Students placed on academic or non-academic probation will be ineligible for
renewal of their CUSOM scholarship. If a scholarship is revoked, it will not be
reinstated in subsequent years.
69
5. Curriculum
5.1 General Overview
5.1.1 Academic Calendar
Academic calendars are made available to all students. Weekly schedules vary
based on course content and space needs but are generally structured so that
lectures primarily take place in the morning with labs and clinical skills
typically taking place in the afternoons.
Lectures and discussions are complemented by labs and clinical skills sessions
with embedded study time. OMM and other clinical skills are taught
longitudinally throughout the first two years in a progression designed to
integrate with and provide a seamless transition to the third and fourth years.
Content is presented by biomedical faculty and physicians incorporating team-
teaching and small group learning. For years three and four, clinical rotations
are typically four (4) weeks in duration at the Regional Clinical sites.
Learning assessment during the first 8 Blocks of years one and two includes
integrated exams, quizzes, OSCE Standardized Patient encounters, clinical
skills, simulation, anatomy, and OMM practical exams. Clinical case exercises
help students integrate and apply knowledge acquired during the Block and
provide faculty opportunities for monitoring students’ learning progress. For
years three and four, student assessment occurs via COMAT exams at the end
of core rotations and competency-based evaluations performed by clinical
preceptors at the end of each clinical rotation. Students also evaluate each
clinical rotation to identify curricular improvement opportunities.
The minimum length of the osteopathic medical curriculum at CUSOM is 167
weeks over four academic years. The curriculum duration for each year is:
• Year 1 = 37 weeks
• Year 2 = 38 weeks
• Year 3 = 48 weeks
• Year 4 = 44 weeks
5.1.2 Programmatic Level Educational Outcome Objectives
CUSOM has adopted the 2012 American Association of Colleges of
Osteopathic Medicine (AACOM) Osteopathic Core Competencies for Medical
Students as the programmatic level educational outcome objectives for
graduates since these also align with the Mission of the University and medical
school.
70
These Osteopathic Core Competencies measure specific objectives along the
following 14 competency domains:
1. Osteopathic Principles and Practices
2. Medical Knowledge
3. Patient Care
4. Interpersonal and Communication Skills
5. Professionalism
6. Practice-Based Learning and Improvement
7. Systems-Based Practice
8. Counseling for Health Promotion/Disease Prevention
9. Cultural Competencies
10. Evaluation of Health Sciences Literature
11. Environmental and Occupational Medicine (OEM)
12. Public Health Systems
13. Global Health
14. Interprofessional Collaboration
The four-year Doctor of Osteopathic Medicine curriculum, which embodies
the mind, body, spirit philosophy of the osteopathic profession and Mission of
Campbell University, is a systems-based curriculum. The four-year course of
study begins with integrated biomedical and clinical didactic and laboratory
activities leading up to the third- and fourth-year clinical rotations, which
provide the necessary clinical training for transition to, and success in,
subsequent residency training programs.
For the full description and detailed listing of objectives, please refer to the
official 2012 document published by AACOM linked here.
5.1.3 Clinical Shadowing Policies and Procedures
CUSOM Medical Student Shadowing
Many students choose to engage in clinical shadowing experiences during
breaks in the formal CUSOM curriculum such as Block breaks, summer
break, or weekends. Shadowing experiences can be extremely valuable,
and students may choose to include these experiences in their curriculum
vitae, personal statement or Medical Student Performance Evaluation
(MSPE). Shadowing experiences occur with CUSOM-appointed clinical
faculty members and physicians not affiliated with CUSOM.
It is essential that students choosing to engage in shadowing experiences
understand the differences between these optional shadowing experiences
and the required clinical rotations of the credit-bearing CUSOM curriculum.
Shadowing experiences do not occur as part of the student’s required
CUSOM curriculum and may lack the defined structure, supervision,
feedback mechanisms, and medical-legal protections provided by formal
clinical rotations.
71
Students choosing to engage in a shadowing experience acknowledge
they will do so while adhering to the following principles:
1. Shadowing experiences are meant to be observational only and if
any hands-on activity occurs with patients, it should be limited to
patient examination, approved by the patient and supervising
physician, and MUST be repeated by the physician. To protect
patients and students, students must not perform any invasive
procedures while on shadowing experiences, including but not
limited to suturing, endotracheal intubation, performing arterial
blood gas testing, or placing IV’s, Foley catheters, or central lines
or perform exams of the pelvic, breast, rectal and genitourinary
systems. In addition, students must not perform any osteopathic
manipulation while on shadowing experiences.
2. Students are not protected by malpractice insurance provided by
Campbell University while engaged in physician shadowing
experiences unless the experience is with a CUSOM-appointed
faculty member and as a part of the curriculum. Students are
required to let non-CUSOM appointed physicians they are
shadowing know that they are not covered by malpractice insurance
provided by Campbell University.
3. Students must follow all hospital system, facility, and ambulatory
policies when engaging in any type of shadowing experience.
Individual physicians chosen to shadow with may not be familiar
with their facility or healthcare system policies so it is the student’s
responsibility to make sure they review and comply with any
applicable policies.
4. Individual physicians may not know the student’s level of training
and it is therefore the student’s ethical and professional duty to
fully explain their level of training.
Shadowing with CUSOM-Appointed Clinical Faculty Members
1. Students who desire to shadow CUSOM-appointed clinical faculty must
arrange the experience on their own.
2. Students shadowing with CUSOM clinical faculty members should
wear their CUSOM name badge and white coat unless directed
otherwise by their preceptors.
3. Students wishing to schedule a shadowing experience with a CUSOM
clinical faculty member must submit the Shadowing Agreement Form,
(available from the Office of Clinical Affairs) completed in its entirety
to the Office of Clinical Affairs.
4. Shadowing experiences should be arranged in conjunction with the
preceptor and Regional Dean/Director of Student Medical Education
(DSME), both of whom must sign the agreement form to indicate their
approval.
5. Students must sign the form and initial all required attestations.
72
6. The completed form must be submitted to the Office of Clinical Affairs
for review and approval at least two (2) weeks prior to the start of the
requested shadowing experience.
Shadowing with non-CUSOM Clinicians
1. Students who desire to shadow clinicians without a CUSOM faculty
appointment (non-CUSOM clinicians), must arrange the experience on
their own.
2. Students shadowing with non-CUSOM clinicians must accept and
abide by the following conditions:
a. CUSOM will not obtain affiliation agreements with sites or
preceptors in order to facilitate shadowing experiences.
b. CUSOM will not provide the clinician or site with any student
records including, but not limited to, results of drug screens and
background checks, immunization records, academic performance
information or letters of recommendation.
c. Students may not wear their CUSOM white coat or name tag.
d. Students or the physician they are shadowing are not protected by
malpractice insurance through Campbell University.
e. Students acknowledge that Campbell University will not be liable for
any medical care or expenses if they are injured or become ill during
the clinical shadowing experience. They also release Campbell
University from any liability from any injury or illness which occurs
during, or as a result of the shadowing experience.
3. Even if engaging in shadowing experiences with non-CUSOM clinicians
or clinical sites, students must abide by all general guidelines noted
previously in this document.
Violation of any conditions of this Shadowing Policy is handled as a
professionalism issue and may be referred to the Academic Performance,
Promotion and Standards (APPS) Committee.
5.2 Years 1 and 2 Curriculum
The first two years of the CUSOM curriculum focus on the integration of fundamental
biomedical and clinical science, elements of clinical practice, and professionalism.
Historically, the first two years of medical school instruction have been viewed as “pre-
clinical” with the remaining two years being viewed as “clinical”. At CUSOM, the
curriculum is integrated to provide a core of strong biomedical principles in addition to
a robust foundation in clinical sciences and osteopathic principles, principles of clinical
practice, and professionalism.
73
5.2.1 Curricular Content Overview
All semesters of the first and second year are partitioned into two 9-11 week
Blocks. Within the first two Blocks, students are introduced to the biomedical
foundational concepts of Anatomy, Biochemistry/Cell Biology,
Microbiology/Immunology, Pathology, Pharmacology, and Physiology.
Anatomy is taught throughout the first year, in Blocks 1-4, as a component of
an integrated systems approach.
In Blocks 3 through 8, the CUSOM curriculum follows an organ-system
approach to medical education. Faculty incorporate instructional materials
which go beyond the basic biomedical principles mastered during the first
semester. Biomedical faculty, primary care physicians, and sub-specialty
physicians collaborate to deliver integrated content relating to the particular
organ system.
The Clinical Skills and Osteopathic Manipulative Medicine courses address
content that will facilitate CUSOM student learning, integration, and
application of the basic philosophy, principles, and practice of osteopathic
medicine. Hands-on diagnosis and treatment are the foundation of osteopathic
whole-person healthcare and serve as critical components of the CUSOM
curriculum. Lectures and labs incorporate state-of-the-art instruction, while
Simulation and Standardized Patient experiences allow students to enhance
their clinical skills, such as physical exam techniques, interviewing, counseling,
and medical reporting skills necessary to progress to the third and fourth years.
The Foundations of Medical Practice (FMP) courses, presented through all
semesters of the first- and second-year curriculum, provide CUSOM students a
broad overview of biostatistics, epidemiology, population health, research
methodology, and experimental design for practicing evidenced-based
medicine. Students are exposed to the calculations and strategies required to
appropriately locate, interpret, design, and complete a research/scholarly
project with clinically relevant knowledge related to competent medical
practice.
The Professional Core Competencies (PCC) courses, also presented through all
semesters of the first- and second-year curriculum, are designed to teach the
core competencies necessary for caring, compassionate, effective, and holistic
practice of osteopathic medicine throughout the physician’s career. The use of
lecture, discussion, and other unique activities introduces students to medical
humanities, cultural competence, biomedical ethics, medical law and
jurisprudence, quality improvement and patient safety, global health issues, and
professionalism.
74
5.2.2 Schedule of Course Offerings
OMM = Osteopathic Manipulative Medicine
FMP = Foundations of Medical Practice
PCC = Professional Core Competencies
OMM = Osteopathic Manipulative Medicine
FMP = Foundations of Medical Practice
PCC = Professional Core Competencies
CABS I = Clinical Applications of Biomedical Sciences I
CABS II = Clinical Applications of Biomedical Sciences II
FIRST YEAR
SEMESTER 1 (FALL) SEMESTER 2 (SPRING)
Block 1
Integrated Basic Science &
Clinical Courses
Block 2
Integrated Basic Science &
Clinical Courses
Block 3
Musculoskeletal System
Block 4
Neuroscience & Human
Behavior (Psychiatry)
OMED 500 OMM
OMED 501 Clinical Skills
OMED 502 FMP
OMED 503 PCC
OMED 511 Cell Biology/Biochemistry
OMED 524 Microbiology/ Immunology
OMED 530 Anatomy
OMED 504 OMM
OMED 505 Clinical Skills
OMED 506 FMP
OMED 507 PCC
OMED 522 Pharmacology
OMED 540 Physiology
OMED 551 Pathology
OMED 560 Anatomy
OMED 508 OMM
OMED 509 Clinical Skills
OMED 513 FMP
OMED 514 PCC
OMED 570 Musculoskeletal System
OMED 590 Anatomy
OMED 515 OMM
OMED 516 Clinical Skills
OMED 517 FMP
OMED 518 PCC
OMED 579 Neuroscience
OMED 583 Psychiatry
OMED 594 Anatomy
SECOND YEAR
SEMESTER 3 (FALL) SEMESTER 4 (SPRING)
Block 5
Cardiovascular & Respiratory
Systems
Block 6
Hematology, Dermatology &
Renal Systems
Block 7
Endocrine & Gastrointestinal
Systems
Block 8
Reproductive System & Clinical
Applications of Biomedical
Sciences II
OMED 600 OMM
OMED 601 Clinical Skills
OMED 602 FMP
OMED 603 PCC
OMED 610 Cardiovascular System
OMED 611 CABS I
OMED 620 Respiratory System
OMED 604 OMM
OMED 605 Clinical Skills
MED 606 FMP
OMED 607 PCC
OMED 631 Hematology
OMED 640 Renal System
OMED 650 Dermatology
OMED 608 OMM
OMED 609 Clinical Skills
OMED 613 FMP
OMED 614 PCC
OMED 670 Endocrine System
OMED 680 Gastrointestinal System
OMED 615 OMM
OMED 616 Clinical Skills
OMED 618 FMP
OMED 619 PCC
OMED 690 CABS II
OMED 695 Reproductive System
75
5.2.3 Course Descriptions
The curriculum in Blocks 1 and 2 of the first year introduces students to the
foundational biomedical concepts of Cell and Molecular Biology, Genetics,
Biochemistry, Gross Anatomy, Embryology, Histology, Immunology,
Microbiology, Pathology, Pharmacology, and Physiology. Coursework also
consists of introductory clinical training in osteopathic principles and practice
in addition to fundamental clinical skills. Concepts necessary for modern
medical practice and professionalism are integrated throughout the courses.
Beginning in Block 1, students participate in bi-weekly clinical case
conferences designed to integrate material presented in previous lectures and
labs.
5.2.3.1 Specific Course Overviews, Year 1, Semester 1, Block 1
OMED 500: Osteopathic Manipulative Medicine and Lab – 1.5
Credits
The initial course in Osteopathic Manipulative Medicine (OMM)
introduces medical students to the principles, practice, and
fundamental tenets of osteopathic medicine. Basic osteopathic
medical terminology and biomechanical principles are defined
including five models of osteopathic care, tissue texture changes,
implications of structural asymmetry, ranges of motion, motion
barriers, planes of motion, spinal mechanics, and somatic dysfunction.
Students learn to perform and interpret the osteopathic structural exam
in order to scan, screen, and diagnose for somatic dysfunction in the
cervical, thoracic, lumbar, upper extremity, and lower extremity
regions. Fundamental principles and basic techniques of muscle
energy and soft tissue methods of osteopathic manipulative treatment
(OMT) are introduced.
OMED 501: Clinical Skills and Lab – 1.0 Credit
The Clinical Skills course is presented longitudinally over the first two
years and prepares students with the fundamental skills of patient
communication and assessment. Through the use of brief interactive
lectures, small group discussions, hands-on practice, simulations,
standardized patient experiences, and interprofessional educational
activities, students develop appropriate professional behaviors and
clinical skills such as patient-centered interviewing, physical
examination, fundamental procedural skills, medical documentation
and reporting, and patient education and counseling. The Block 1
course focuses on professionalism, patient-centered interviewing
techniques, and the essential content and structure of a medical history
and its documentation.
76
OMED 502: Foundations of Medical Practice – 0.5 Credits
Foundations of Medical Practice (FMP) is designed to provide
students with foundational skills in the design, interpretation, and
appraisal of current medical literature, as well as the effective
communication and application of medical research. Encompassing
evidence-based medicine, biostatistics, epidemiology, research
methodology, experimental design and medical communication, this
longitudinal pass/fail course spans all eight blocks of pre-clinical
training and culminates in the completion of a scholarly project in
which students demonstrate their mastery of course concepts.
OMED 502 is the first course in the two-year Foundations of Medical
Practice course series. OMED 502 orients students to the principles
of evidence-based medicine and helps them develop the basic skills
that will be employed in future blocks. Students learn the different
types of medical literature, basic study design and literature searching
skills, the characteristics of a quality research article, and research
ethics. Students are also introduced to the requirements for the
scholarly project which is due during Block 8.
OMED 503: Professional Core Competencies – 0.5 Credits
Medical Professionalism and other professional competencies
necessary for effective, compassionate, ethical, and competent
osteopathic medical practice are foundational to a career in medicine.
The Professional Core Competencies (PCC) course, and its content is
designed to actively promote all aspects of a healthy professional life
and ensure lifelong learning, while simultaneously exposing students
to the basic concepts of biomedical ethics, medical law,
professionalism, and the structure of health systems. However, before
being able to effectively care for patients, it is important for students
to understand themselves, including important aspects of their
personalities, implicit biases, and how they best communicate with
others to have optimal interaction with their patients, peers, and
colleagues. In Block 1, using lecture discussions, self-directed
learning modules, case discussions, and group exercises, students will
begin this journey and learn to apply concepts relevant to a
professional life in medicine.
OMED 511: Cell Biology/Biochemistry – 3.0 Credits
This course includes an integrative overview of biochemical
pathways, structure and function of cellular components, and human
genetics. The goal of this course is to enable students to acquire
foundational knowledge on core concepts of biochemistry, cell
biology, and molecular genetics as they apply to human health and
77
disease. These basics will facilitate learning of disease processes and
diagnostic and treatment decisions in system courses. Students will
also analyze and evaluate the most common biochemistry principles
cited in medical literature.
OMED 524: Microbiology/Immunology – 2.5 Credits
Structured as an integrated course for the foundational study of
medical microbiology and immunology, this course opens with the
microbiome concept, followed by microbial nomenclature,
classification, structure, metabolism, replication, and pathogenesis.
Principles of infectious diseases, infection control, diagnostic
microbiology, and antimicrobial management are also discussed. The
immunology portion of the course provides core foundational
information and general principles underlying the human immune
system and its role in health and disease. A broad overview of the
human immune system, immune components, disease processes,
immune manipulation, and immunologic techniques are discussed.
Major groups of medically important, common microorganisms are
introduced according to their clinical significance in upper respiratory
tract and gastrointestinal tract infections. In addition, infectious
etiologies with high global impact, such as human immunodeficiency
virus and mycobacteria are emphasized, and the discussion of their
infections offers an opportunity for the integrated application of
microbiology and immunology. Upon completing this course,
students will have a solid foundation of medical microbiology,
immunology, and infectious and immunological diseases, which are
further expanded in the successive Blocks and system-based courses.
OMED 530: Anatomy and Lab - 1.5 Credits
The first-year anatomy curriculum employs an interdisciplinary and
system-based approach to teaching. The aim of this course is to
provide CUSOM students with a firm foundation of the structure of
the skeletal system, introduce medical imaging and ultrasound
technology, and provide foundational material for the study of
histology and embryology. Teaching methods include didactic
lectures, cadaver dissection labs, independent study, recommended
reading, and clinical correlations with diagnostic imaging. This
knowledge will enable the physician to appropriately evaluate a
patient’s health and diagnose disease based on presenting signs and
symptoms. The anatomical terminology taught throughout the course
serves as the foundational vocabulary for medical education.
78
5.2.3.2 Specific Course Overviews, Year 1, Semester 1, Block 2
OMED 504: Osteopathic Manipulative Medicine and Lab – 1.5
Credits
This course in Osteopathic Manipulative Medicine (OMM) builds on
prior cognitive and psychomotor skills acquired in OMED 500 to
refine and advance OMM diagnosis and treatment abilities. Topics
covered include osteopathic considerations of the thoracic cage,
osteopathic reflexes and autonomics, OMM documentation,
osteopathic considerations of the lymphatic system, and Chapman’s
reflexes. Key material from OMED 500 is reviewed. Principles and
basic techniques of counterstrain, visceral, and lymphatic treatment
methods are introduced. Additional soft tissue, counterstrain, and
muscle energy treatments of the cervical, thoracic, lumbar, and rib
regions are included in the laboratory sessions.
OMED 505: Clinical Skills and Lab – 1.0 Credit
The Clinical Skills course is presented longitudinally over the first two
years, and this continuum prepares students with the fundamental
skills of patient assessment. Through the use of brief interactive
lectures, small group discussions, hands-on practice, simulations,
standardized patient experiences, and interprofessional educational
activities students develop appropriate professional behaviors and
clinical skills such as patient-centered interviewing, physical
examination, fundamental procedural skills, medical documentation
and reporting, patient education and counseling. Block 2 focuses on
the complete head-to-toe physical exam and its documentation.
OMED 506: Foundations of Medical Practice – 0.5 Credits
The two-year Foundations of Medical Practice (FMP) course series
provides a broad overview of evidenced-based medicine, biostatistics,
epidemiology, research methodology, and experimental design.
OMED 506 is the second course in the series and focuses on important
biostatistics principles and topics required to interpret and apply
epidemiological and evidence-based data including descriptive and
inferential statistics, hypothesis testing and estimation, correlation and
regression, measures of disease frequency, measures of risk, common
research designs, and statistics in medical decision-making. The FMP
Scholarly Project timeline includes generation of project
ideas/research questions.
79
OMED 507: Professional Core Competencies – 0.5 Credits
Medical Professionalism and other professional competencies
necessary for effective, compassionate, ethical, and competent
osteopathic medical practice are foundational to a career in medicine.
The Professional Core Competencies (PCC) and its content are
designed to actively promote all aspects of a healthy professional
life and ensure lifelong learning, while simultaneously exposing
students to the basic concepts of biomedical ethics, cultural
competence, medical law, professionalism, and the structure of health
systems. The Block 2 PCC course focuses on essential aspects of the
professional and ethical expectations of a physician. Using lecture
discussions, self-directed learning modules, case-discussions, and
group exercises, students learn and apply concepts relevant to a
professional life in medicine.
OMED 522: Pharmacology – 0.5 Credits
The primary objective of this course is to provide students with the
fundamental information and general principles underlying the
mechanisms and actions of pharmaceutical agents and their role in
health and disease. The course is an introductory course, whose
content will be built upon in the successive Blocks and systems
curriculum. This course provides a broad overview of pharmaceutical
agents, with integrated clinical applications to aid students in
understanding the critical role these agents play in maintaining health
in the various systems of the human body.
OMED 540: Physiology – 2.5 Credits
During this course, physiologic and pathophysiologic terminology
and concepts are introduced, and clinically relevant correlations are
presented. The course provides fundamental information of body
fluids, electrical activities of cells, autonomic nervous system,
neurotransmission, and muscles. In addition, the course covers the
normal physiology and pathophysiological basis of selected diseases
for the cardiovascular, respiratory, endocrine, gastrointestinal, and
renal systems. Students acquire a fundamental understanding of the
organization and function of each organ system and interactions
among these systems. The course emphasizes comprehension of the
mechanisms of organ functions and provides a solid foundation for
understanding the consequences of organ dysfunction and the
rationale for pharmacological interventions in subsequent courses.
OMED 551: Pathology – 1.5 Credits
Pathology is the study of disease. More specifically, pathology is the
study of disease initiation, progression, and outcome (i.e., the
80
pathogenesis) via the identification of structural, biochemical, and
functional changes in cells, tissues, and organs. This course discusses
the basic mechanisms of disease including injury, inflammation,
and tumorigenesis. Special topics in pathology such as nutritional
pathology, environmental and toxicological pathology, laboratory
medicine, and forensic pathology are presented. The course consists
of didactic lectures, independent study, and case-based modalities.
Principles learned in the course will be applied in concurrent and
subsequent courses in the CUSOM curriculum.
OMED 560: Anatomy and Lab – 3.0 Credits
The first-year anatomy curriculum employs an interdisciplinary and
system-based approach to teaching. Materials presented during Block
2 include the gross anatomy, histology and embryology of the human
thorax, abdomen, and superficial perineum, with clinical correlations
to illustrate application of principal concepts specific to osteopathic
medicine. The primary objective of this course is to teach students the
principles and concepts of the distinct components of anatomy as they
pertain to clinical medicine. Teaching methods include didactic
lectures, cadaver dissection labs, independent study, recommended
reading, and clinical correlations with diagnostic imaging.
5.2.3.3 Specific Course Overviews, Year 1, Semester 2, Block 3
OMED 508: Osteopathic Manipulative Medicine and Lab – 1.5
Credits
This course in Osteopathic Manipulative Medicine (OMM) builds on
prior cognitive and psychomotor skills acquired in OMED 500 and
OMED 504 to refine and advance students’ OMM diagnosis and
treatment abilities. Students receive further instruction in osteopathic
considerations, diagnosis, and treatment of the upper extremity, lower
extremity, pelvis, and sacrum. Integration with the general clinical
examination and treatment applications are emphasized during each
session. Key material from OMED 500 and OMED 504 is reviewed.
Additional Soft Tissue, Counterstrain, Articular, Muscle Energy,
Lymphatic, and Chapman Point treatments are included in the
laboratory sessions.
OMED 509: Clinical Skills and Lab – 1.0 Credit
The Clinical Skills course is presented longitudinally over the first two
years, and this continuum prepares students with the fundamental
skills of patient communication and assessment. Through the use of
brief interactive lectures, small group discussions, hands-on practice,
simulations, standardized patient experiences, and interprofessional
educational activities, students develop appropriate professional
81
behaviors and clinical skills such as patient-centered interviewing,
physical examination, fundamental procedural skills, medical
documentation and reporting, patient education and counseling. The
Block 3 Clinical Skills course focuses on the musculoskeletal system.
OMED 513: Foundations of Medical Practice – 0.5 Credits
OMED 513 is the third course in the two-year Foundations of Medical
Practice (FMP) course series. OMED 513 focuses on critical
foundational concepts of epidemiology and population health relevant
to modern medical practice. Specific topics include preventive health
services and statistical calculations necessary for interpretation of
screening test results, bioterrorism and disaster preparedness, and
strategies for assessment and intervention to improve community
health.
OMED 514: Professional Core Competencies – 0.5 Credits
Medical Professionalism and other professional competencies
necessary for effective, compassionate, ethical and competent
osteopathic medical practice are foundational to a career in medicine.
The Professional Core Competencies (PCC) and its content are
designed to actively promote all aspects of a healthy professional life
and ensure lifelong learning, while simultaneously exposing students
to the basic concepts of biomedical ethics, cultural competency,
medical law, professionalism, and the structure of health systems.
Using lecture discussions, self-directed learning modules, case-
discussions, and group exercises, students learn and apply concepts
relevant to a professional life in medicine. During Block 3, students
will focus on healthcare delivery in the United States, including topics
such as healthcare financing and regulations, medical trends in US
healthcare, and patient-centered care.
OMED 570: Musculoskeletal System – 4.0 Credits
The objective of OMED 570 is to provide students with a
comprehensive review of the structure, function, and pathophysiology
of the musculoskeletal system. This course emphasizes the
integration of basic science concepts with clinical correlations in the
diagnosis of musculoskeletal disorders. The course introduces
medical terminology specific to the musculoskeletal system and
includes an overview of antibiotics and anticancer drugs that also
serve as a foundation for further organ system studies. Upon
successful completion of this course, students will be able to apply
specific knowledge of the musculoskeletal system to the diagnosis and
treatment of patients.
82
OMED 590: Anatomy and Lab – 4.0 Credits
Anatomy in Block 3 consists of the study of the upper and lower
extremities, and the pelvis and perineum. Teaching methods include
didactic lectures, cadaver dissection labs, independent study,
recommended reading, and clinical correlations with diagnostic
imaging. This knowledge will enable the physician to appropriately
evaluate a patient’s health, as well as in diagnosis of disease, based on
presenting signs and symptoms.
5.2.3.4 Specific Course Overviews, Year 1, Semester 2, Block 4
OMED 515: Osteopathic Manipulative Medicine and Lab – 1.5
Credits
The Osteopathic Manipulative Medicine (OMM) course in Block 4
builds on prior cognitive and psychomotor skills acquired in OMED
500, OMED 504, and OMED 508 to refine and advance students’
OMM diagnosis and treatment abilities. Students receive an
introduction to the osteopathic considerations, diagnosis, and
treatment with HVLA and cranial techniques. Students are introduced
to the osteopathic approach to scoliosis, postural imbalances, thoracic
outlet syndrome, and other upper extremity neurovascular
impingement syndromes in preparation for the second year OMM
curriculum which places an emphasis on systems based clinical
application. Key material from OMED 500, OMED 504, and OMED
508 is reviewed. Additional Soft Tissue, Counterstrain, Articular,
Muscle Energy, Lymphatic, and Chapman Point treatments are
included in the laboratory sessions.
OMED 516: Clinical Skills and Lab – 1.0 Credit
The Clinical Skills course is presented longitudinally over the first two
years, and this continuum prepares students with the fundamental
skills of patient communication and assessment. Through the use of
brief interactive lectures, small group discussions, hands-on practice,
simulations, standardized patient experiences, and interprofessional
educational activities, students develop appropriate professional
behaviors and clinical skills such as patient-centered interviewing,
physical examination, fundamental procedural skills, medical
documentation and reporting, patient education and counseling. The
Block 4 Clinical Skills course focuses on the neurosensory and
psychiatric systems.
83
OMED 517: Foundations of Medical Practice – 0.5 Credits
OMED 517 is the fourth course in the two-year Foundations of
Medical Practice (FMP) course series. OMED 517 introduces
students to additional types of research design and guides students
through the topic exploration and plan formulation for the execution
of the Scholarly Project. Students are introduced to the purpose,
operation, and procedures of an Institutional Review Board, and hone
their skills through hands-on exercises.
OMED 518: Professional Core Competencies – 0.5 Credits
Medical Professionalism and other professional competencies
necessary for effective, compassionate, ethical and competent
osteopathic medical practice are foundational to a career in medicine.
The Professional Core Competencies (PCC) and its content are
designed to actively promote all aspects of a healthy professional life
and ensure lifelong learning, while simultaneously exposing students
to the basic concepts of biomedical ethics, cultural competency,
medical law, professionalism, and the structure of health systems.
Using lecture discussions, self-directed learning modules, case-
discussions, and group exercises, students learn and apply concepts
relevant to a professional life in medicine. Topics emphasized in
Block 4 include end-of-life care, hospice and palliative care,
delivering bad news, and spirituality in medicine.
OMED 579: Neuroscience – 4.5 Credits
The Neuroscience course is designed to provide first year students
with an integrated approach to the structure, function, and dysfunction
of the human nervous system. Basic principles of the anatomy,
histology, embryology, physiology, pathology and imaging of the
nervous system are presented in a clinically-relevant context. Upon
completion of the course, students will be able to recognize common
neurological diseases and their underlying causes and diagnose
neurological diseases from presenting signs and symptoms.
OMED 583: Psychiatry – 1.5 Credits
This course reviews clinically relevant topics in psychiatry required
to evaluate and treat mental illness using a biopsychosocial model of
care. Psychiatric issues seen in primary care settings are emphasized
along with knowledge application to enable the student to
appropriately evaluate a patient’s mental health, to diagnose disease
from the presenting signs and symptoms, and to formulate an
appropriate treatment plan.
84
OMED 594: Anatomy and Lab – 3.5 Credits
Anatomy in Block 4 provides CUSOM students with a firm
foundation of the structure of the brain, brainstem, and the head and
neck with an emphasis on cranial nerve function and distribution.
Teaching methods include didactic lectures, cadaver dissection labs,
independent study, recommended reading, and clinical correlations
with diagnostic imaging. This knowledge will enable the physician to
appropriately evaluate the patient’s health and diagnose disease based
on presenting signs and symptoms.
5.2.3.5 Specific Course Overviews, Year 2, Semester 1, Block 5
The second year of instruction at CUSOM continues with the systems-
based format introduced in the first year and concludes with an
integrated transition into the clinical years. Content in the second year
is delivered in Blocks 5 through 8. Students continue to participate in
regular clinical case conferences designed to incorporate increasingly
complex clinical case material from previous basic science and
clinical material. Block 8 includes special content relevant to
COMLEX-USA Level 1 passage and entry into the clinical rotations
of years three and four.
OMED 600: Osteopathic Manipulative Medicine and Lab – 1.5
Credits
This course in Osteopathic Manipulative Medicine (OMM)
incorporates and advances osteopathic principles presented in the
previous blocks. Students are introduced to a systems-based approach
to osteopathic diagnosis and treatment. Integrating viscerosomatic
reflexes, evaluation of lymphatic structures, Chapman points,
biomedical knowledge, and osteopathic principles, students will
develop an osteopathic treatment strategy for medical conditions
commonly encountered in the respiratory and cardiovascular systems.
Students are instructed in balanced ligamentous tension as the
exemplar treatment style for this system. Additionally, muscle energy
treatment is the primary technique reviewed to assist the students in
maintaining their competence in this form of manipulation.
OMED 601: Clinical Skills and Lab – 2.0 Credits
The Clinical Skills course is presented longitudinally over the first two
years, and this continuum prepares students with the fundamental
skills of patient communication and assessment. Through the use of
brief interactive lectures, small group discussions, hands-on practice,
simulations, standardized patient experiences, and interprofessional
educational activities, students develop appropriate professional
behaviors and clinical skills such as patient-centered interviewing,
85
physical examination, fundamental procedural skills, medical
documentation and reporting, and patient education and counseling.
Clinical Skills in Block 5 focuses on the cardiovascular and
pulmonary systems.
OMED 602: Foundations of Medical Practice – 0.5 Credits
OMED 602 Foundations of Medical Practice (FMP) reviews and
extends the OMED 517 research design and its importance in clinical
research studies, the process of assessing a research method’s quality,
and the critical underpinnings of several landmark studies. This
includes an introduction to critical appraisal and basics of presenting
and discussing current medical literature.
The FMP Scholarly Project timeline is reviewed and reinforced to
provide the students ample time for successful completion. Block 5
provides the final opportunity for adjustment or alteration of the
project definition and team composition.
OMED 603: Professional Core Competencies – 0.5 Credits
Professional Core Competencies (PCC) is taught as a continuous
didactic course throughout the first and second years, incorporating
student-directed learning which is done both individually and in
teams. Block 5 focuses on topics such as communication, medical
jurisprudence, and professionalism. This course consists of didactic
lectures, independent study, and interactive clinical case exercises to
enhance the comprehension process. Group activities are utilized to
explore issues related to medical humanities.
OMED 610: Cardiovascular System – 4.0 Credits
The Cardiovascular System course provides a comprehensive
overview of the cardiovascular system including normal physiology
and pathophysiology of important disease states. Radiographic
evaluation, electrocardiogram interpretation, electrolyte and fluid
balance, neoplasia, infection, and medications related to the
cardiovascular system are also covered. The goal of this course is to
enable students to develop a clear understanding of both normal and
abnormal cardiovascular function along with the differential diagnoses
and treatment options for common cardiovascular disease processes.
OMED 611: Clinical Applications of Biomedical Sciences I – 2.0
Credits
The transition from the first year to the second year of medical
instruction shifts from a more classroom and lecture/discussion focus
to that of a more clinical focus as seen during clinical rotations.
86
Combined with this is preparation for National Boards, COMLEX-
USA Level 1 and, for some students, USMLE Step 1 as well. The
Clinical Application of Biomedical Sciences I course is the first of a
two-part course offered as a capstone for entry into the third and fourth
years of the curriculum.
This course is delivered through self-directed learning and group
review/study with assessments provided to highlight key points from
specific organ systems and across the continuum of health. The course
is designed to integrate and consolidate the content from the first year
with the increasing clinical content in the second year while also
preparing the student with knowledge and skills required for success
during the third and fourth years.
The overall goal of this course is for students to describe, discuss, and
integrate the comprehensive assessment/examination of patients with
a variety of potential disease processes, both common and uncommon,
with the differential diagnosis, pathogenesis, and treatment of those
processes.
OMED 620: Respiratory System – 2.5 Credits
This course provides a comprehensive overview of the pulmonary
system including the normal physiology and pathophysiology of
disease states. Radiographic evaluation, electrolyte and fluid balance,
neoplasia, infection, and medications related to the pulmonary system
are also covered. The goal of this course is to enable students to
develop a clear understanding of both normal and abnormal pulmonary
function along with the differential diagnoses and treatment options of
common pulmonary disease processes.
5.2.3.6 Specific Course Overviews, Year 2, Semester 1, Block 6
OMED 604: Osteopathic Manipulative Medicine and Lab – 1.5
Credits
This course in Osteopathic Manipulative Medicine (OMM) continues
to incorporate and advance osteopathic principles presented in the
previous blocks. Students continue their studies using a systems-
based approach to osteopathic diagnosis and treatment. Integrating
viscerosomatic reflexes, evaluation of lymphatic structures, Chapman
points, biomedical knowledge, and osteopathic principles, students
will develop an osteopathic treatment strategy for medical conditions
commonly encountered in the genitourinary and lymphatic systems.
Students are instructed in facilitated positional release as the exemplar
treatment style for this system. Additionally, counterstrain is the
primary technique reviewed to assist the students in maintaining their
competence in this form of manipulation.
87
OMED 605: Clinical Skills and Lab – 2.0 Credits
The Clinical Skills course is presented longitudinally over the first two
years, and this continuum prepares students with the fundamental
skills of patient communication and assessment. Through the use of
brief interactive lectures, small group discussions, hands-on practice,
simulations, standardized patient experiences, and interprofessional
educational activities, students develop appropriate professional
behaviors and clinical skills such as patient-centered interviewing,
physical examination, fundamental procedural skills, medical
documentation and reporting, patient education and counseling.
Block 6 Clinical Skills focuses on the dermatologic, hematologic,
lymphatic, and renal systems.
OMED 606: Foundations of Medical Practice – 0.5 Credits
OMED 606 is the sixth course in the two-year Foundations of Medical
Practice (FMP) course series. OMED 606 supports student progress
on the scholarly project due during Block 8 by focusing on the
practical skills necessary for effectively communicating scientific
information orally and in writing. Students also learn about various
types of information resources that support evidence-based practice in
clinical settings.
OMED 607: Professional Core Competencies – 0.5 Credits
Medical Professionalism and other professional competencies
necessary for effective, compassionate, ethical, and competent
osteopathic medical practice are foundational to a career in medicine.
While teaching the art of medicine along with the science of medicine
is challenging, the Professional Core Competencies (PCC) course and
its content are designed to actively promote all aspects of a healthy
professional life and ensure lifelong learning, while simultaneously
exposing students to the basic concepts of biomedical ethics, cultural
competency, medical law, professionalism, and the structure of health
systems. Using lecture discussions, self-directed learning modules,
case-discussion and group exercises, students are introduced and
continuously exposed to concepts relevant to a professional life in
medicine. The Block 6 PCC course focuses on patient safety,
medical errors, and methods of system improvement in both areas.
OMED 631: Hematology – 3.0 Credits
The Hematology course presents the normal structure and function of
the hematopoietic system, the pathophysiology of its disease states,
and the clinical presentation, pathophysiology, and approach to the
diagnosis and management of hematologic diseases. The course
begins with an overview of commonly encountered hematologic
88
disorders and is then divided into three parts: the coagulation unit, the
red blood cell unit and the white blood cell unit.
The coagulation unit first presents the normal structure and function of
the coagulation system, including the laboratory evaluation of
coagulation, followed by the pathophysiology, genetics, epidemiology
and clinical presentation of bleeding and thrombotic disorders.
The red blood cell unit presents the normal structure and function of
red blood cells, including their morphology and biochemistry. Next,
the unit reviews the common disorders causing polycythemia as well
as microcytic, macrocytic and normocytic anemia. The red blood cell
unit also covers transfusion medicine, including the processing of
blood products used in clinical practice and the recognition and
management of transfusion reactions.
Finally, the white blood cell unit begins with the normal structure and
function of white blood cells. The unit next covers the Cluster of
Differentiation (CD) nomenclature system for identifying surface
molecules on white blood cells and how these molecules affect cell
function. Chromosomal translocations are discussed including their
roles in the pathogenesis of common leukemias and lymphomas. Next,
the unit covers the normal structure and function of the lymphatic
system and an overview of commonly encountered non-malignant
disorders presenting with clinically palpable lymphadenopathy. The
unit continues with an overview of lymphomas, leukemias and plasma
cell disorders.
Each unit concludes with clinical case based-application lectures
illustrating commonly encountered hematologic disorders and an
approach to their diagnosis and management. Integrated throughout
the course are special topics in hematology including immunology,
pharmacology, pregnancy-related issues in hematology, infectious
disease, and oncology. To effectively integrate hematology basic
science with the clinical evaluation and management of hematologic
disorders, the Hematology course is taught by CUSOM faculty as well
as guest lecturers who are clinicians from academic and private
practice.
OMED 640: Renal System – 2.5 Credits
This Renal System course provides a comprehensive overview of the
renal system including the normal physiology, pathology, and
pathophysiology of common renal and urologic disease states.
Radiographic evaluation, electrolyte and fluid balance, neoplasia,
infection, and medications related to the renal and urologic system are
also covered. The goal of this course is to enable students to develop
89
an understanding of both normal and abnormal renal and urologic
function along with the differential diagnoses and treatment options for
common renal and urologic disease processes.
OMED 651: Dermatology – 1.0 Credit
This course provides a comprehensive overview of dermatology
including the normal physiology and pathophysiology of common
dermatologic related disease states. Imaging and diagnostic
evaluation, neoplasia, infection, and medications related to the skin are
also covered.
The goal of this course is to enable students to develop an
understanding of both normal and abnormal dermatologic function
along with the differential diagnoses and treatment options of common
dermatologic related disease processes and diseases with skin
manifestations.
5.2.3.7 Specific Course Overviews, Year 2, Semester 2, Block 7
OMED 608: Osteopathic Manipulative Medicine and Lab – 1.5
Credits
This course in Osteopathic Manipulative Medicine (OMM) continues
to incorporate and advance osteopathic principles presented in the
previous blocks. Students continue their studies using a systems-
based approach to osteopathic diagnosis and treatment. Integrating
viscerosomatic reflexes, evaluation of lymphatic structures, Chapman
points, biomedical knowledge, and osteopathic principles, students
will develop an osteopathic treatment strategy for medical conditions
commonly encountered in the gastrointestinal system. Students are
instructed in the Still technique as the exemplar treatment style for this
system. Additionally, high-velocity, low amplitude, balanced
ligamentous tension, and counterstrain will be the primary techniques
reviewed to assist the students in maintaining their competence in these
forms of manipulation. High-yield board review content is reviewed
through lectures and labs.
OMED 609: Clinical Skills and Lab – 1.0 Credit
The Clinical Skills course is presented longitudinally over the first two
years, and this continuum prepares students with the fundamental
skills of patient assessment. Through the use of brief interactive
lectures, small group discussions, hands-on practice, simulations,
standardized patient experiences, and interprofessional educational
activities students develop appropriate professional behaviors and
clinical skills such as patient-centered interviewing, physical
90
examination, fundamental procedural skills, medical documentation
and reporting, patient education and counseling. Block 7 focuses on
examination of the endocrine and gastrointestinal systems, the
pediatric well-child history and physical exam, and the male genital
exam.
OMED 613: Foundations of Medical Practice – 0.5 Credits
OMED 613 is the seventh course in the two-year Foundations of
Medical Practice (FMP) series. OMED 613 reviews, reinforces, and
hones student expertise in the interpretation, appraisal, and application
of evidence-based medical literature. Students review multiple
landmark studies, their implications, and their applications to clinical
practice as well as how to assist patients in understanding evidence.
OMED 614: Professional Core Competencies – 0.5 Credits
Medical Professionalism and other professional competencies
necessary for effective, compassionate, ethical, and competent
osteopathic medical practice are foundational to a career in medicine.
The Professional Core Competencies (PCC) course and its content are
designed to actively promote all aspects of a healthy professional life
and ensure lifelong learning, while simultaneously exposing students
to the basic concepts of biomedical ethics, cultural competency,
medical law, professionalism, and the structure of health systems.
Using lecture discussion, self-directed learning modules, case-
discussion, and group exercises, students learn and apply concepts
relevant to a professional life in medicine. Block 7 PCC will
incorporate topics including population health, community health, and
occupational and environmental health.
OMED 670: Endocrine System – 2.5 Credits
The Endocrine System course offers an in-depth study of the
endocrine system, including structure and function of endocrine
organs, regulatory mechanisms of hormones, etiology and
pathogenesis of endocrine disorders, and the diagnosis and
management of patients presenting with symptoms of hormone under-
or overproduction. Topics addressed include short and tall stature,
diabetes, multiple endocrine neoplasia syndromes, and endocrine
emergencies. The course consists of didactic lectures, independent
study, and case-based modalities. Principles learned will be utilized
and applied in concurrent and subsequent courses in the medical
curriculum and throughout medical training and practice.
91
OMED 680: Gastrointestinal System – 4.0 Credits
This course provides a comprehensive overview of the gastrointestinal
system including the normal anatomy, physiology, and
pathophysiology of common gastrointestinal disease states.
Radiographic evaluation, neoplasia, infection, and medications
related to the gastrointestinal system are also covered. The goal of
this course is to enable students develop an understanding of normal
and abnormal digestive function along with the differential diagnoses
and treatment options of common gastrointestinal disease processes.
5.2.3.8 Specific Course Overviews, Year 2, Semester 2, Block 8
OMED 615: Osteopathic Manipulative Medicine and Lab – 0.5
Credits
This course in Osteopathic Manipulative Medicine (OMM) continues
to incorporate and advance osteopathic principles presented in the
previous blocks. Students are introduced to osteopathic treatment
strategies for hospitalized patients, obstetrical patients and children.
High-yield board review content is provided through lectures and labs.
Students are provided with opportunities to review and refine
manipulative techniques previously presented within an integrated
osteopathic physical examination. Students will demonstrate their
ability to perform an integrated osteopathic physical examination and
treatment at a level commensurate with a student entering clinical
rotations.
OMED 616: Clinical Skills and Lab – 1.0 Credits
The Clinical Skills course is presented longitudinally over the first two
years, and this continuum prepares students with the fundamental
skills of patient communication and assessment. Through the use of
brief interactive lectures, small group discussions, hands-on practice,
simulations, standardized patient experiences, and interprofessional
educational activities, students develop appropriate professional
behaviors and clinical skills such as patient-centered interviewing,
physical examination, fundamental procedural skills, medical
documentation and reporting, patient education and counseling.
Block 8 focuses on the reproductive system, including the sexual
history, the female genital and breast examination, and the newborn
history and physical examination.
OMED 618: Foundations of Medical Practice – 0.5 Credits
The two-year Foundations of Medical Practice (FMP) course series
provides a broad overview of evidenced-based medicine,
epidemiology, research methodology, and experimental design.
92
OMED 618 in Block 8 is the culmination of this series. Four self-
directed learning sessions focus on the definition and history of human
subjects research and crucial ethical considerations. In addition, this
Block provides a focused review of Biostatistics and
Epidemiology/Population Health concepts learned in earlier Blocks.
OMED 619: Professional Core Competencies – 0.5 Credits
Medical Professionalism and other professional competencies
necessary for effective, compassionate, ethical, and competent
osteopathic medical practice are foundational to a career in medicine.
The Professional Core Competencies (PCC) course and its content are
designed to actively promote all aspects of a healthy professional life
and ensure lifelong learning while simultaneously exposing students
to the basic concepts of biomedical ethics, cultural competency,
medical law, professionalism, and the structure of health systems.
Using lecture discussion, self-directed learning modules, case-
discussion and group exercises, students learn and apply concepts
relevant to a professional life in medicine. Block 8 PCC will focus on
various ethical issues, including human sexuality, human trafficking,
statutory rape, child abuse/neglect, domestic violence, sexual assault,
and pregnancy choices.
OMED 690: Clinical Applications of Biomedical Sciences II – 5.0
Credits
The transition from the first two years of medical instruction - a more
classroom and lecture/discussion focus - to the more clinical, hands-
on focus utilized in the third and fourth years, can be challenging for
students. Before transitioning into third-year status, though, students
must first sit for, and eventually pass, COMLEX-USA Level 1. To do
so, students must achieve a pre-identified “passing” score on a
designated Qualifying Exam (QE).
OMED 690: Clinical Applications of Biomedical Sciences II, offered
during Block 8, serves as a capstone to the first two years of the
curriculum and as a gateway to COMLEX-USA Level 1. This credit-
bearing course is designed to review, integrate, and consolidate the
content from the first two years with the requisite knowledge and
skills for clinical rotations. Completion of this course will also help
prepare students for successful passage of COMLEX-USA Level 1
and entry into third-year clinical rotations.
For a complete description of the approval process to sit for
COMLEX-USA Level 1, see second 6.6.2.1 of this Bulletin.
93
OMED 695: Reproductive System – 3.5 Credits
The goal of the Reproductive System course is to provide students
with a firm foundation of the structure, function, pathophysiology,
pharmacology, and clinical relevance of the reproductive system. The
student will be able to apply this knowledge to provide thoughtful and
competent care to the whole patient by integrating reproductive health
needs.
OMED 698: Modified Course of Study – 12.0 Credits
This is an individualized study plan for students who require an
alternative educational pathway for reasons such as required course
remediation, mandated board preparation, illness, leaves of absence,
or withdrawals. The Modified Course of Study will be individually
designed based upon the student’s performance and needs, and is
approved by the APPS Committee.
5.2.4 Curricular Integration of OPP and OMM
The CUSOM curriculum is structured to facilitate the integration of osteopathic
philosophy, principles, and practices, including didactic and hands-on
activities, through all four years of the curriculum. A standardized,
competency-based syllabus format is utilized to deliver Osteopathic Principles
and Practice (OPP) and Osteopathic Manipulative Medicine (OMM)
throughout the first and second years of the curriculum in the following manner.
5.2.4.1 Year One
Each student receives a minimum of 3 hours per week of didactic and
hands-on OMM instruction under the supervision of an American
Osteopathic Board of Neuromusculoskeletal Medicine Board certified
physician(s) and with the assistance of DO faculty table facilitators
(approximate faculty to student ratio 1:10).
The first-year courses provide instruction related to the history of
osteopathic medicine, research in osteopathic medicine, body
landmarks, and the introduction of anatomical and physiological
principles of osteopathic medicine. Students also learn the
neuromusculoskeletal basis of disease and how it integrates with basic
sciences such as anatomy, physiology, biochemistry, etc. In addition,
students learn and practice various osteopathic manipulative
treatments, such as soft tissue techniques, muscle energy,
counterstrain, high-velocity, low amplitude (HVLA) and myofascial
release techniques to treat somatic dysfunction and integrate into the
management of certain disease states.
94
5.2.4.2 Year Two
Each student receives a minimum of 3 hours per week of didactic and
hands-on OMM instruction under the supervision of an American
Osteopathic Board of Neuromusculoskeletal Medicine Board
Certified physician(s) and with the assistance of DO faculty table
facilitators (approximate faculty to student ratio 1:10).
During the second year, the OMM curriculum is organized by body
system. Students are instructed on the integration of OPP and OMM
in the treatment of somatic dysfunction commonly observed in the
management of medical conditions in each system. Students gain a
deeper understanding of incorporating viscerosomatic reflexes and
Chapman points to help guide the development of a differential
diagnosis and the therapeutic goals of incorporating OPP into the
overall medical management of these conditions. Students also
become more adept at incorporating osteopathic principles and
manipulative medicine in the management of special patient
populations including hospitalized patients, pediatrics, and
pregnancy.
The OMM lab provides students with a regular review of common
techniques used to manage conditions such as short lower extremity,
tension and migraine cephalgia, and cranial, cervical, thoracic,
lumbar, and pelvic dysfunctions.
5.2.4.3 Years Three and Four
A description of the integration of OPP and OMM throughout the
third- and fourth-years of the curriculum is presented in Section 5.3.13
of this Bulletin.
5.3 Years 3 and 4 Curriculum
5.3.1 Philosophy of Clinical Training
CUSOM students in years three and four are assigned to Regional Sites/Clinical
Campuses. Site assignment takes place during the second year. Clinical
rotations occur within hospital sites for inpatient experiences, in ambulatory
practices, and in geriatric acute care and long-term facilities. The clinical
training program for all students, regardless of their clinical training site, also
includes the following:
• All students will spend time in rural, small, urban, or critical access
hospitals for a rural/underserved care clinical experience.
• During their third year, all students will complete at least one clinical
rotation under the supervision of an osteopathic physician and at least
two rotations which include an inpatient experience.
95
• Prior to their fourth-year clinical rotations, all students will work with a
resident physician(s) currently enrolled in an accredited program of
graduate medical education.
Clinical rotations are designed to provide the student with an education in the
general areas of medicine, surgery, pediatrics, obstetrics/gynecology,
psychiatry, family medicine, geriatrics, and emergency medicine.
The philosophical framework of clinical education and training at CUSOM is
to prepare students to become competent and caring osteopathic physicians who
clearly recognize their roles as professionals and providers of comprehensive
healthcare to the individual, the family as a unit, and to the communities they
serve.
Osteopathic physicians must be able to function in the role of the leader of a
healthcare team to bring about needed change from the level of the individual
to the level of the community. The ultimate intent of the program is to prepare
patient-centered physicians who will positively impact the equality of
healthcare and healthcare delivery systems and will improve healthcare access
for individuals and their families.
CUSOM believes the physician must assume a leadership role not only in the
medical community but also in the broader community in which he/she serves.
Community leadership is an integral part of improving the healthcare of the
community as-a-whole; thus, physicians must be committed to the prevention
of illness and improving the delivery of healthcare services at extended levels.
The CUSOM clinical curriculum is a challenging blend of traditional and
innovative components designed to:
• Foster the analytic and problem-solving skills requisite for physicians
involved in disease prevention, diagnosis, and treatment of individual
patients, families, communities, and populations at-large;
• Ensure the acquisition and application of basic clinical knowledge,
osteopathic principles and practice, and essential clinical skills;
• Develop an understanding of contemporary healthcare delivery issues;
• Cultivate effective physician-patient relationships based upon integrity,
respect, compassion, and cultural sensitivity;
• Develop high ethical standards; and
• Promote a lifelong commitment to learning.
Following clinical training, students, regardless of their chosen specialty, will
have a clear understanding of, and appreciation for the important roles of the
primary care physician which include, but are not limited to, the ability to:
• Demonstrate clinical excellence, using current evidence-based
medicine and biomedical knowledge, to identify and manage their
patients’ medical conditions;
• Provide continuing and comprehensive care to individuals and families;
96
• Integrate the behavioral, emotional, social, cultural, and environmental
factors of individuals and families in promoting health and managing
disease;
• Develop and maintain the knowledge, skills, and attitudes required for
the delivery of quality care and outcomes in modern medical practice in
a rapidly changing world;
• Pursue a regular and systematic program of lifelong learning;
• Recognize indications for and initiate consultation with other medical
specialists while maintaining continuity of care;
• Collaborate with an interprofessional team and share tasks and
responsibilities with other healthcare professionals;
• Be aware of the findings of relevant research; understand and critically
evaluate this body of research, and appropriately apply the results of
research to medical practice;
• Manage his/her practice in a business-like, cost-efficient manner which
will provide professional satisfaction and time for a rewarding personal
life;
• Serve as an advocate for patients within the healthcare system;
• Assess the quality of care he/she provides and actively pursue measures
to continually improve;
• Apply current medical knowledge to identify, evaluate, and minimize
risks for patients and families;
• Recognize community resources as an integral part of the healthcare
system and participate in improving the health of the community;
• Inform and counsel patients concerning their health problems and
recognize and value differences in patient and physician backgrounds,
beliefs, goals, and expectations;
• Develop physician-patient relationships conducive to promoting
comprehensive problem-identification and problem-solving;
• Balance potential benefits, costs, and resources in determining
appropriate interventions; and
• Integrate and effectively utilize osteopathic principles and practices
in the delivery of optimal patient care.
The general expectations for all clinical rotations are designed to help students
develop the fundamental skills of medical problem solving, case management,
procedural expertise, and professional demeanor.
Clinical rotations are under the direct supervision of the CUSOM Office of
Clinical Affairs, led by the Associate Dean for Clinical Affairs. CUSOM has
established affiliations with a wide range of hospitals, clinics, and physicians
offering diverse training opportunities. The clinical program has been
organized to permit the greatest degree of educational exposure in a practical,
clinical environment and to develop expertise in the areas of patient diagnosis
and management.
97
The clinical rotations provided at each affiliated clinical campus and the number
of CUSOM students assigned to each affiliated clinical campus are determined
by mutual agreement with CUSOM, the Associate Dean for Clinical Affairs,
the Hospital Administrator(s), Regional Dean, Vice-President for Medical
Education (VPME) / Director of Medical Education (DME), Clinical Faculty,
and the Office of Clinical Affairs. Whenever possible, CUSOM utilizes
hospitals with accredited postdoctoral residency training programs approved by
the Accreditation Council for Graduate Medical Education (ACGME) for
postdoctoral training to provide assurance of adequate teaching material and
faculty.
5.3.2 Third-Year Clinical Rotations
CUSOM’s third-year osteopathic medical students are required to complete
twelve rotations. Each rotation consists of approximately 160 contact hours
inclusive of modules, self-directed learning, didactics, and other duties as
assigned by the site. The required rotations for third year are listed below; all
core rotations are clinical rotations involving patient care, which must be
completed at the student’s respective clinical campus with CUSOM-appointed
faculty. Core rotations are clinical rotations involving patient care which are
required to be completed at a CUSOM clinical campus with CUSOM faculty.
The third-year core rotations are Family Medicine, Medicine I and II, Medical
Selective, Obstetrics & Gynecology, Pediatrics, Psychiatry, Surgery, and
Medical/Surgical Selective. All third-year rotations must be successfully
completed prior to progressing to the fourth year and must be completed at the
student’s assigned clinical campus.
• Clinical Academic Assessment (CAA) (4 weeks)
• Simulation Medicine (SIM) (4 weeks)
• Family Medicine (FM) (4 weeks)
• Medicine I & II (8 weeks)
• Obstetrics/Gynecology (OBG) (4 weeks)
• Pediatrics (PED) (4 weeks)
• Psychiatry/Behavioral Medicine (PSY) (4 weeks)
• Rural/Underserved/International (R/U/I) (4 weeks)
• Surgery (SUR) (4 weeks)
• Medical Selective (MS) (4 weeks)
• Medical/Surgical Selective (4 weeks)
During their third-year rotations, all students, regardless of their clinical
training site, will work with a resident physician(s) currently enrolled in an
accredited program of graduate medical education, complete at least one
clinical rotation under the supervision of an osteopathic physician, and
complete at least two rotations which include an inpatient experience.
98
5.3.3 Fourth-Year Clinical Rotations
CUSOM’s fourth-year osteopathic medical students are required to successfully
complete all fourth-year rotations to be eligible for graduation. Additionally,
to become eligible for graduation, each fourth-year student must have passed
COMLEX-USA Level 2-CE and COMLEX-USA Level 2-PE and successfully
completed all clinical rotation requirements.
As of the date of this Bulletin, the NBOME and the COCA have temporarily
waived the passing of COMLEX-USA Level 2-PE as a graduation requirement
for the Class of 2023. As such, to be eligible to graduate, each student must
have successfully completed CUSOM’s Clinical Skills Assessment Program
which includes both a longitudinal assessment of student performance and an
on-campus multi-station Objective Structured Clinical Exam (OSCE) during
the fourth year. This multi-station OSCE, also called the Physical Exam-
Qualifying Exam (PE-QE), requires students to successfully demonstrate the
fundamental clinical skills and physician-related competency domains required
for graduation, entrance into supervised graduate medical education programs,
and the provision of safe osteopathic medical care of patients.
The fourth-year core rotations are Emergency Medicine and Geriatrics.
Students are also provided the opportunity to participate in twenty (20) weeks
of elective rotations which may be completed at non-core sites. These elective
rotations may be utilized by students for audition rotations at sites with
residency programs or to obtain additional experience in the student’s areas of
interest.
CUSOM’s fourth-year osteopathic medical students are required to complete
the following clinical rotations:
• Residency Development (4 weeks)
• Emergency Medicine (4 weeks)
• Geriatrics (4 weeks)
• Electives* I, II, III, IV, V (20 weeks)
• Medical Selective (4 weeks)
• Primary Care Selective (4 weeks)
• Surgical Selective (4 weeks)
Students are required to complete a Sub-Internship (Sub-I) during one of
their selective, elective, or Emergency Medicine rotations.
99
In an effort to provide fourth-year students with increased flexibility and a
greater opportunity to audition or rotate at sites they may be interested in for
residency training, CUSOM allows students to do one (1) of the following three
(3) required fourth-year rotations at a site with an ACGME-approved residency
training program.
• Medical Selective* (4 weeks)
• Primary Care Selective* (4 weeks)
• Surgical Selective* (4 weeks)
This flexibility provides students the opportunity to participate in up to six (6)
rotations (five (5) electives plus one (1) of the above listed selectives) at sites
outside CUSOM’s core clinical campuses. In addition, the remaining two (2)
fourth-year selectives may be completed at another CUSOM clinical campus as
the rotation capacity allows.
Students are required to complete their Geriatrics and Emergency Medicine
rotations at their respective CUSOM clinical campus.
* All elective and selective rotations scheduled outside CUSOM regional
affiliated sites must be approved in advance by the Associate Dean for Clinical
Affairs. Most rotations are scheduled on a four-week basis; however, the
Associate Dean for Clinical Affairs may approve students to participate in two-
week elective and selective rotations.
100
5.3.4 Schedule of Rotation Offerings
5.3.5 Selective and Elective Rotations
CUSOM selective rotations are chosen from the CUSOM surgical and medical
selective lists and are based on educational standards and requirements, the
student's self-assessment of areas where they would benefit most from further
education and patient exposure, along with input from the Associate Dean for
Clinical Affairs and respective Clinical Chairs. Electives may be scheduled
outside CUSOM regional clinical training sites; however, each elective site and
rotation requests must be submitted to the Office of Clinical Affairs at least
sixty (60) days in advance of the rotation start date and approved by the
Associate Dean for Clinical Affairs.
CUSOM does not arrange student electives or selectives outside CUSOM’s
regional clinical training sites. If a student chooses to do electives or selectives
at hospitals with ACGME-accredited post-graduate programs or at a military
facility (Health Professions Scholarship Program, HPSP students only), they
must arrange those rotations themselves with appropriate notification to the
respective clinical campus student medical education coordinator.
THIRD YEAR FOURTH YEAR
OMED 795 Clinical Academic Assessment
OMED 770 Simulation Medicine
OMED 710 Medicine I
OMED 712 Medicine II
OMED 714 Medical Selective
OMED 720 Surgery
OMED 730 Family Medicine
OMED 740 Pediatrics
OMED 750 Obstetrics and Gynecology
OMED 760 Psychiatry
OMED 780 Rural/Underserved/International
OMED 785 Medical/Surgical Selective
OMED 870 Residency Development
OMED 810 Medical Selective
OMED 812 Surgery Selective
OMED 816 Primary Care Selective
OMED 840 Geriatrics
OMED 850 Emergency Medicine
OMED 860 Elective I
OMED 862 Elective II
OMED 864 Elective III
OMED 866 Elective IV
OMED 868 Elective V
OMED 890 Elective Sub Internship
OMED 892 Primary Care Selective Sub Internship
OMED 894 Medical Selective Sub Internship
OMED 896 Surgical Selective Sub Internship
OMED 898 Emergency Medicine Selective Sub
Internship
101
All required documentation for electives and selectives must be completed and
submitted during the approved selection time period as noted by the Office of
Clinical Affairs. All requests for selectives and elective rotations must be
submitted to the Office of Clinical Affairs not less than sixty (60) days before
the start of the rotation in order to be approved.
CUSOM does not approve selectives or electives taken outside of CUSOM core
clinical training regions without appropriate prior notification and completion
of the required documentation; no exceptions are granted. Student requests for
outside electives or selectives must include all required information, including,
but not limited to, rotation dates, specialty, facility/practice, and preceptor.
Please note if an affiliation agreement with the requested clinical training site
is not executed within thirty (30) days of the start of the clinical rotation despite
meeting the aforementioned timelines, the student is required to select an
alternate rotation at a site with an executed affiliation agreement.
102
5.3.6 Medical Selective Rotations
Medical Selectives in the third and fourth year may be hospital or ambulatory-
based. All Medical Selectives require prior approval by the Associate Dean for
Clinical Affairs and are available pending rotation capacity.
At the time of publication of this Bulletin, the approved Medical Selective
rotations are as follows:
MEDICAL SELECTIVE ROTATIONS
Allergy and Immunology
Cardiology
Clinical Cardiac Electrophysiology
Critical Care/ Intensive Care Unit
Dermatology
Emergency Medicine
Endocrinology
Gastroenterology
Hematology/Oncology
Hospice and Palliative Medicine
Internal Medicine
Infectious Disease
Nephrology
Neurology
Preventative Medicine
Pulmonology
Rheumatology
Sleep Medicine
Third Year
X
X
X
X
X
X
X
X
X
X
X
Fourth Year
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
103
5.3.7 Primary Care Selective Rotations
Primary Care Selectives in the fourth year may be either hospital or ambulatory
based. If the rotation is selected as the student’s sub-internship, it MUST be
hospital-based.
At the time of publication of this Bulletin, the approved Primary Care Selective
rotations are as follows:
PRIMARY CARE SELECTIVE ROTATIONS
Family Medicine
General Internal Medicine
Geriatrics
Obstetrics/Gynecology
Osteopathic Manipulative Medicine (OMM)
Pediatrics
Primary Care
Psychiatry
Sports Medicine
Urgent Care
104
5.3.8 Surgical Selective Rotations
A minimum of two (2) Surgical Selective rotations must be taken from the
following areas if the rotation is split into two-week rotations; Surgical
Selective rotations may not be repeated in these disciplines (unless done as an
elective).
The Associate Dean for Clinical Affairs may consider requests to participate in
Surgical Selective experiences not listed below.
SURGICAL SELECTIVE ROTATIONS
Anesthesiology
Cardiovascular Surgery
Colorectal Surgery
General Surgery
Gynecology/Oncology Surgery
Neurosurgery
Ophthalmology
Oromaxillofacial Surgery
Orthopedics
Otorhinolaryngology
Plastic Surgery
Podiatry
Thoracic Surgery
Trauma Surgery
Urology
Urogynecology
Vascular Surgery
2 or 4 Weeks
X
X
X
X
X
X
X
4 Weeks
X
X
X
X
X
X
X
X
X
5.3.9 Elective Choices
All electives require prior approval by the Associate Dean for Clinical Affairs
following the process outlined in Section 5.3.5 of this Bulletin.
Elective* rotations include:
• All rotations outlined in the Third-year Core list may be taken as an
Elective in the fourth year
• All rotations included in the Medical Selective list
• All rotations included in the Primary Care Selective list
• All rotations included in the Surgery Selective list
105
• The additional rotations of Addiction Medicine, Adolescent Medicine,
Dermatology, Dermatopathology, Forensic Pathology, Gynecology (by
itself), International Medical Missions, Maternal/Fetal Medicine,
Occupational Medicine, Pathology, Pediatric subspecialties, Pain
Management, Physical Medicine & Rehabilitation, Proctology,
Radiology, Reproductive Endocrinology, CDC, NIH, or other federally
sponsored rotations.
• Independent study electives include the Research Rotation, Medical
Spanish, Obesity Medicine, Online Radiology, Point-of-Care
Ultrasound, and Simulation Medicine Case Development.
A maximum of two (2) independent study electives can be scheduled and
completed during the fourth-year.
The Associate Dean for Clinical Affairs may consider requests for electives not
listed above.
Students will receive detailed information on planning their fourth-year
schedule in the form of a PowerPoint and self-directed learning module from
the Fourth-year Student Medical Education Clinical Coordinator in
January/February of third year. The information presented will include, but is
not limited to, the fourth-year curriculum requirements, applying for away
rotations in the various application services, how to request and upload a
transcript for away rotations, and how to request an affiliation agreement
through Clinical Affairs for an away rotation.
Students should consult with their regional dean (if applicable) and clinical
chair of the discipline in which they are pursuing residency training when
developing their fourth-year schedule. These individuals will provide
valuable assistance and guidance in choosing the most appropriate
clinical rotations as well as the recommended timing and location of
audition rotations. They can also provide individualized guidance to
students in order to maximize both learning and opportunities and
student success in the match.
5.3.10 International Medical Mission Rotations
International Medical Mission rotations must take place at CUSOM-affiliated
sites and approved in advance by the Department of Community and Global
Health, the Associate Dean for Clinical Affairs, the Dean, and the Campbell
University Study Abroad Committee. A signed affiliation agreement between
CUSOM and the international organization must be in place at least ninety (90)
days prior to the clinical rotation. CUSOM does not assume any liability for
health or safety while on international rotations. All international experiences
must comply with policies for international rotations as defined by the CUSOM
Department of Community and Global Health.
106
Students are responsible for obtaining travel insurance, which includes
evacuation coverage, and proof of insurance must be presented along with the
required forms for international travel. Students must have completed the
Travel Safety SDL and electronically sign to acknowledge their understanding
of safe practices in a foreign country prior to travel.
5.3.11 Rotation Structure
Each rotation consists of approximately 160 contact hours inclusive of modules,
self-directed learning, didactics, and other duties as assigned by the site.
Exceptions to this structure are noted below (e.g., sick time, conference
attendance etc.). The clinical campus Student Medical Education Coordinator,
in collaboration with the Office of Clinical Affairs, schedules rotations
according to the availability of rotation sites and number of requests. There is
opportunity to participate in approved two-week elective and selective rotations
upon approval by the Associate Dean for Clinical Affairs. CUSOM selective
rotations are chosen from the CUSOM selective lists and are based on
educational standards and requirements, the student's self-assessment of areas
where they would benefit most from further education and patient exposure,
along with input from the Associate Dean for Clinical Affairs and the respective
Clinical Chairs. The Primary Care, Medical, and Surgical Selective rotations
are completed at CUSOM core sites where CUSOM has established rotations,
affiliation agreements, and appointed faculty preceptors.
Limited exceptions may be granted by the Associate Dean for Clinical Affairs.
Specific information regarding scheduling of third- and fourth-year selective
rotations may be found elsewhere in this Bulletin.
Electives may be scheduled outside CUSOM clinical campuses; however, each
elective site and rotation request must be submitted to the Department of
Clinical Affairs at least sixty (60) days in advance of the rotation start date and
approved by the Associate Dean for Clinical Affairs.
CUSOM does not arrange student electives or selectives outside CUSOM’s
clinical campuses. If a student chooses to do electives or selectives at hospitals
with ACGME-accredited post-graduate programs or at a military facility
(Health Professions Scholarship Program, HPSP students only), they must
arrange those rotations themselves with appropriate notification to the
respective clinical campus Student Medical Education Coordinator.
All required documentation for electives and selectives must be completed and
submitted during the approved selection time period as noted by the Office of
Clinical Affairs. All requests for selectives and elective rotations must be
submitted to the Department of Clinical Affairs not less than sixty (60) days
before the start of the rotation in order to be approved.
107
CUSOM does not approve selectives or electives taken outside of CUSOM
clinical campuses without appropriate prior notification or completion of the
required documentation; no exceptions are granted. Student requests for
outside electives or selectives must include all required information, including,
but not limited to, rotation date, specialty, facility/practice, and preceptor.
Please note if an affiliation agreement with the requested clinical training site
is not executed within thirty (30) days of the start of the clinical rotation despite
meeting the aforementioned timelines, the student is required to select an
alternate rotation at a site with an executed affiliation agreement.
NOTE: The most up-to-date third- and fourth-year curriculum information
will be posted on the CUSOM’s web-based evaluation system. To
become eligible for graduation, each fourth-year student must have
passed COMLEX-USA Level 2-CE and COMLEX-USA Level 2-
PE and successfully completed all clinical rotation requirements.
As of the date of this Bulletin, the NBOME and the COCA have
temporarily waived the passing of COMLEX-USA Level 2-PE as a
graduation requirement for the Class of 2023. As such, to be eligible
to graduate, each student must have successfully completed
CUSOM’s Clinical Skills Assessment Program which includes both
a longitudinal assessment of student performance and an on-campus
multi-station Objective Structured Clinical Exam (OSCE) during
the fourth year. This multi-station OSCE, also called the Physical
Exam-Qualifying Exam (PE-QE), requires students to successfully
demonstrate the fundamental clinical skills and physician-related
competency domains required for graduation, entrance into
supervised graduate medical education programs, and the provision
of safe osteopathic medical care of patients.
5.3.12 Rotation Descriptions
5.3.12.1 Rotation Descriptions / Third Year Rotations (MS-3)
OMED 795: Clinical Academic Assessment (CAA) – 10.0 Credits
Students will be exposed to a series of learning models measuring
students' acquisition of knowledge and mastery of skills during
clinical rotations. The formative assessment yields critical
information for monitoring the students’ acquisition of knowledge and
skills to prepare for standardized examinations. Such assessment will
evaluate critical thinking, decision-making, and problem-solving
skills seen on clinical rotations. Measures will include oral and
computerized components as well as demonstrations of clinical
proficiency. Students should be able to identify, analyze, synthesize,
and apply knowledge and skills learned over time on a cumulative
basis during third-year rotations.
108
OMED 770: Simulation Medicine (SIM) - 10.0 Credits
During the Simulation Medicine rotation, which takes place in the
CUSOM Simulation Center, students participate in a variety of hands-
on activities in a safe learning environment helping them transition
into the clinical environment of patient care. Activities include
manikin-based simulation, Standardized Patient simulation,
performance of procedural skills on simulated task trainers, and
detailed debriefing sessions. Students learn many of the common
clinical protocols, procedures, and techniques for providing safe and
competent patient care. During this rotation, students obtain
additional exposure to neuromusculoskeletal osteopathic
manipulative medicine by way of peer-to-peer interaction, facilitator-
led instruction, mentoring, and teaching modules. Learning in the safe
environment of simulation allows for self-reflection while ultimately
helping to improve patient-centered care, reduce medical errors, and
increase patient safety.
During the Simulation Rotation, students will be prepared for entry
into clinical rotations which includes participation in a series of
learning models including, but not limited to:
• Introduction to clinical rotations and the hospital environment
• Academic aspects of clinical rotations
• Occupational Safety and Health Administration (OSHA)
• Health Insurance Portability and Accountability Act (HIPAA)
• Electronic health record, billing, and coding
• Osteopathic medical documentation
• Clinical campus core rotation orientation
• Entrustable Professional Activities (EPAs)
• Prescription writing and risk evaluation mitigation strategies (REMS)
• Behavior and professionalism in the workplace
Students will be certified in BLS, ACLS, OSHA and HIPAA training
upon successful completion of this course.
OMED 710 and OMED 712: Medicine I and II – 10.0 Credits each
During the two Medicine rotations, students will expand their
knowledge and competencies in Medicine by working in an
interprofessional team managing patients in hospital settings.
Students will assist in the management of patients under the
supervision of attending physician(s) and other members of the
interdisciplinary healthcare team, including interns and residents.
Students are also expected to participate in teaching rounds,
educational conferences, and lectures.
109
OMED 714: Medical Selective (MS) - 10.0 Credits
The medical selective rotation is provided to enhance and improve
student knowledge and skills in medical subspecialty areas. Students
will be able to expand their general Medicine knowledge and apply it
to specialty care. This rotation provides students the opportunity to
select a specialty based on their goals and interests to allow them to
receive the maximum benefit from their experience and exposure to
specialty care. Related ambulatory experiences will be integrated into
this rotation as appropriate to enhance the students’ understanding of
the specialty. The list of currently approved medical selectives is
found elsewhere in this Bulletin and final approval by the Associate
Dean for Clinical Affairs is based on a number of factors, including,
but not limited to, availability and, rotation schedules. Students are
expected to participate in all patient care activities, teaching rounds,
educational conferences, and lectures.
OMED 720: Surgery (SUR) - 10.0 Credits
The Surgery rotation provides students an opportunity to learn,
recognize, and assist in the treatment of patients with surgical diseases
while also assisting in the patient's post-operative treatment and
recovery. Students will learn basic surgical procedures, aseptic
technique, and correct handling of tissues and instruments to assist the
surgical team in the pre- and post- operative care and recovery of the
patient. Students will also learn to recognize potential risks and
complications associated with various surgical techniques and
procedures. Students are expected to participate in patient care,
teaching rounds, educational conferences, and lectures.
OMED 730: Family Medicine (FM) - 10.0 Credits
The Family Medicine rotation provides students with the opportunity
to begin acquiring an understanding of the unique role of the family
physician along with the basic knowledge, skills, and attitudes
necessary for a family physician to care for patients of all ages.
Students will gain these skills, knowledge, and attitudes by engaging
in structured learning activities, both in the outpatient and inpatient
setting, which will prepare students for a unique role in patient
management, problem solving, counseling, and coordination of health
care for the individual and the family unit. Students are expected to
participate in all patient care activities, teaching rounds, educational
conferences, and lectures.
110
OMED 740: Pediatrics (PED) - 10.0 Credits
The Pediatrics rotation provides students exposure to the diagnosis
and management of pediatric diseases as it applies to newborns,
infants, and children. In addition, students will gain knowledge and
experience in evaluating normal growth and development of the
pediatric patient. Students are expected to participate in patient care,
teaching rounds, educational conferences, and lectures.
OMED 750: Obstetrics and Gynecology (OBG) - 10.0 Credits
The Obstetrics and Gynecology rotation provides students with an
exposure to and understanding of routine OB/GYN care performed in
the inpatient and outpatient setting. Through this experience, students
will learn to recognize both normal and abnormal findings
encountered by the practitioner of both obstetrics and gynecology.
Students are expected to participate in patient care, teaching rounds,
educational conferences, and lectures.
OMED 760: Psychiatry (PSY) - 10.0 Credits
The Psychiatry rotation provides clinical experiences enabling
students to acquire the knowledge and skills required to treat
behavioral problems which commonly present in a primary care office
while paying particular attention to the specific factors contributing to
a patient’s emotional dysfunction. This rotation focuses on the
importance of the family in relation to individual behavior and the
ability to identify stressing conflicts and communication problems
within the family. Students gain knowledge and experience in caring
for common psychiatric disorders. Students are expected to
participate in patient care, teaching rounds, educational conferences,
and lectures.
OMED 780: Rural/Underserved/International Medicine (R/U/I) -
10.0 Credits
The Rural/Underserved/International Medicine (R/U/I) rotation takes
place primarily in the outpatient setting and offers a unique experience
for students to become familiar with the distinctive problems and
challenges facing the practicing physician and patients in those
locales. The goal of this experience is to provide students an
opportunity to enhance their knowledge, skills, and attitudes essential
to a successful and satisfying practice in each of these venues. This
rotation develops an understanding of the personnel and material
requirements of an R/U/I practice, a sensitivity to cultural differences,
identification of community medical needs, provision of patient and
community care services, and an understanding of the physician's role
in the community. The R/U/I rotation is evaluated and approved by
111
the Associate Dean for Clinical Affairs based on availability and,
rotation schedules. If an international rotation is requested for the
R/U/I rotation, it also requires the approval of the Chair of Community
and Global Health, the Dean, and the Campbell University Study
Abroad Committee. Students are expected to participate in patient
care, teaching rounds, educational conferences, and lectures.
OMED 785: Medical/Surgical Selective - 10.0 Credits
Students have the opportunity to select from a list of possible
rotations in order to gain knowledge and skills in areas of special
medical or surgical interest. These rotations allow students to further
enhance their professional development and performance as future
osteopathic physicians. Selectives include any medical or surgical
specialty and/or a specialty of interest to the individual student upon
approval of the Office for Clinical Affairs. Students are strongly
encouraged to utilize these rotations to strengthen areas of weakness
and/or obtain a well-rounded education rather than concentrating on
one specific area of medicine. All selectives must be patient-care
oriented. Students are expected to participate in patient care, teaching
rounds, educational conferences, and lectures.
5.3.12.2 Rotation Descriptions / Fourth Year Rotations (MS-4)
OMED 870: Residency Development (RD) - 10.0 Credits
Students participate in a series of learning models and OSCE cases
which provide critical assessment information for monitoring the
students’ acquisition of knowledge and skills to prepare for fourth
year rotations and residency training.
During the Residency Development rotation, all students must
successfully complete an on-campus multi-station Objective
Structured Clinical Exam (OSCE) during the fourth year. This multi-
station OSCE, also called the Physical Exam-Qualifying Exam (PE-
QE), requires students to successfully demonstrate the fundamental
clinical skills and physician-related competency domains required for
graduation, entrance into supervised graduate medical education
programs, and the provision of safe osteopathic medical care of
patients.
This assessment will also serve to evaluate critical thinking, decision-
making, and problem-solving skills students developed during their
third-year clinical rotations.
This Residency Development course also provides the Office of
Clinical Affairs a valuable opportunity to further identify individual
112
students who may benefit from additional focused instruction,
practice, or remediation, when warranted, to prepare for the fourth
year. This process ensures students have attained and demonstrated
the fundamental clinical skills and physician-related competency
domains required for graduation, entrance into supervised graduate
medical education programs, and the provision of safe osteopathic
medical care of patients.
OMED 810, 814 and 816: Medical Selective, Surgical Selective
and Primary Care Selective - 10.0 Credits each
There are three (3) four-week selective rotations in year four. These
include one (1) Medical Selective, one (1) Surgical Selective, and one
(1) Primary Care Selective. The goal of selective rotations is to
enhance and improve students' knowledge and skills in medical and
surgical subspecialty areas. It is imperative students be goal directed
in their choice of selectives in order to obtain the maximum benefit
from their experiences. Students are expected to participate in
teaching rounds, educational conferences, and lectures.
OMED 840: Geriatrics (GER) - 10.0 Credits
The Geriatrics rotation utilizes a multidisciplinary approach and
engages students in utilizing core competencies. This rotation
addresses the complex needs of the elderly and emphasizes a holistic
approach to functional independence, especially in those with chronic
diseases. This requires students to interact with physicians, nurses,
various social services, occupational therapists, and family members
to provide both comprehensive as well as end-of-life care for these
patients with multiple needs. Students are expected to participate in
teaching rounds, educational conferences, and lectures.
OMED 850: Emergency Medicine (EM) - 10.0 Credits
The Emergency Medicine rotation is hospital-based and focuses on
student participation in the delivery of emergency care to a diverse
population of patients and the management of major and minor
emergencies. Experiences include the triage, diagnosis, management,
and appropriate care of patients presenting to the Emergency
Department. Students will develop skills for the immediate
assessment and management of life-threatening and urgent conditions.
Students will gain experience performing an initial patient evaluation
under physician supervision and establishing an appropriate plan of
care. Students will learn such skills as cardiac life support, airway
management, and critical emergency procedures. Students are
expected to participate in teaching rounds, educational conferences,
and lectures.
113
OMED 860, 862, 864, 866, 868: Elective I, II, III, IV, V
(ELEC) – Fourth Year - 10.0 Credits each
Fourth-year students have the opportunity to select twenty (20) weeks
of elective rotations provided four weeks are done as a Sub-Internship
(see OMED 890 below), in order to further advance their knowledge
and skills in areas of special medical or surgical interest. These
rotations allow students to further focus their professional
development and performance as future osteopathic physicians.
Students are strongly encouraged to utilize these rotations to choose
electives at sites with residency programs of interest, strengthen areas
of weakness, or obtain further training to help them transition into
residency. Students are expected to participate in teaching rounds,
educational conferences, and lectures.
Independent study electives are also available to enhance student
learning during the fourth year. These electives provide students the
opportunity to develop their ability to master defined learning
objectives through self-directed learning which may utilize interactive
modules, case development and presentation, on site skills
performance, small group discussions and other learning modalities.
Students are permitted to do a maximum of two (2) of these
independent study electives in their fourth year.
OMED 890: Elective Sub-Internship (SUB I) - 10.0 Credits
This rotation is generally pursued in a field appropriate to the student’s
career interest. Students will perform the initial evaluation and
present a diagnostic and therapeutic plan to supervising resident and
attending physicians. Subsequent management will be the
responsibility of the student in conjunction with the resident and
attending physicians.
Students will write daily progress notes, perform indicated procedures
on their patients, and interact with consultants, other members of the
healthcare team, and ancillary services as appropriate. Students are
expected to participate in teaching rounds, educational conferences,
and lectures.
OMED 892: Primary Care Sub-Internship (SUB I) - 10.0 Credits
This rotation provides students the opportunity to pursue a sub-
internship from the list of approved Primary Care field disciplines as
presented in Section 5.3.7 of this Bulletin. Students will perform the
initial evaluation and present a diagnostic and therapeutic plan to
supervising resident and attending physicians. Subsequent
management will be the responsibility of the student in conjunction
with the resident and attending physicians.
114
Students will write daily progress notes as appropriate, perform
indicated procedures on their patients, and interact with consultants,
other members of the health care team, and ancillary services as
appropriate. Students are expected to participate in teaching rounds,
educational conferences, and lectures.
OMED 894: Medical Selective Sub-Internship (SUB I) - 10.0
Credits
This rotation is pursued in internal medicine and associated
subspecialties as listed previously. Students will perform the initial
evaluation and present a diagnostic and therapeutic plan to supervising
resident and attending physicians. Subsequent management will be
the responsibility of the student in conjunction with the resident and
attending.
Students will write daily progress notes, perform indicated procedures
on their patients, and interact with consultants, other members of the
healthcare team, and ancillary services as appropriate. Students are
expected to participate in teaching rounds, educational conferences,
and lectures.
OMED 896: Surgical Selective Sub-Internship (SUB I) - 10.0
Credits
This rotation is pursued in the surgical field and associated
subspecialties as listed previously. Students will perform the initial
evaluation and present a diagnostic and therapeutic plan to supervising
resident and attending physicians. Subsequent management will be
the responsibility of the student in conjunction with the resident and
attending.
Students will write daily progress notes, perform indicated procedures
on their patients, and interact with consultants, other members of the
healthcare team, and ancillary services as appropriate. Students are
expected to participate in teaching rounds, educational conferences,
and lectures.
OMED 898: Emergency Medicine Selective Sub-Internship (SUB
I) - 10.0 Credits
This rotation is pursued in Emergency Medicine. Students will
perform the initial evaluation and present a diagnostic and therapeutic
plan to supervising resident and attending physicians. Subsequent
management will be the responsibility of the student in conjunction
with the resident and attending.
115
Students will write patient encounter notes, perform indicated
procedures, and interact with consultants, other members of the
healthcare team, and ancillary services as appropriate. Students are
expected to participate in teaching rounds, educational conferences,
and lectures.
5.3.12.3 Approved Electives
Anesthesiology - 10.0 Credits
This rotation provides students with a broad and comprehensive
exposure to Anesthesiology. Students will participate in all aspects of
the pre-, intra-, and post-operative care of patients under direct clinical
supervision. Students are also expected to participate in teaching
rounds, educational conferences, and lectures.
Cardiology - 10.0 Credits
Cardiology is an elective rotation within the Internal Medicine
department which emphasizes physical diagnostic skills and
therapeutic cardiac procedures as related to the cardiac care of the
patient. Students are expected to participate in patient care, teaching
rounds, educational conferences, and lectures.
Critical Care / Intensive Care - 10.0 Credits
This rotation provides students with experience in ventilator
management as well as hemodynamic monitoring. Students will be
involved in the initial diagnostic work up and evaluation of each
patient admitted to the ICU and are required to make rounds with the
ICU physician daily or more frequently as needed. Students are
expected to participate in patient care, teaching rounds, educational
conferences, and lectures.
Emergency Medicine - 10.0 Credits
This elective rotation builds on the fourth-year Emergency Medicine
experience and exposes students to trauma and greater complexities
of emergency care. Students are assigned more complex patients
where their advanced diagnostic skills, allowing them to evaluate
patients, form a differential diagnosis, and diagnose and assist in the
treatment of the acutely ill patient. Students also have the opportunity
to manage several patients simultaneously, participate in medical
triage, and care for patients suffering from traumatic injuries.
Students are assigned to various shifts to ensure they achieve a diverse
experience and are expected to participate in teaching rounds,
educational conferences, and lectures.
116
Family Medicine - 10.0 Credits
The Family Medicine elective will allow students to expand their
involvement in patient care and enhance their experience with primary
care. Students will develop a well-rounded understanding of the day-
to-day operations of a family practice and be given the opportunity to
evaluate patients and carry out appropriate treatment under the
guidance of physician faculty. Students are expected to participate in
patient care, teaching rounds, educational conferences, and lectures.
Gastroenterology - 10.0 Credits
This elective rotation within the Internal Medicine department
provides students the opportunity to expand their knowledge and
understanding of gastrointestinal diseases and to formulate a
differential diagnosis by assimilating clinical findings, lab results,
imaging studies and diagnostic procedures. Students are expected to
participate in patient care, teaching rounds, educational conferences,
and lectures.
General Internal Medicine - 10.0 Credits
The General Internal Medicine elective rotation provides students the
opportunity to expand their knowledge and competency in Internal
Medicine by working as a team with the intern and resident physicians
in assessing and managing hospitalized patients. Students will
oversee the management of patients under the supervision of the
attending physician. Students are expected to participate in patient
care, teaching rounds, educational conferences, and lectures.
Medical Spanish (Independent Study) - 10.0 Credits
This independent study elective provides and introduction to
conversational and medically relevant Spanish phrases and
terminology for the healthcare professional with limited proficiency
in Spanish. Upon completion of this course, students will be able to
greet patients, introduce themselves and other members of the medical
team to the patient, interpret basic responses from the patient,
communicate and identify basic anatomical terminology, take a basic
history of the present illness to determine the chief complaint and
relevant information, conduct a general physical exam, and
communicate key findings to the patient.
Nephrology - 10.0 Credits
This elective rotation provides students the opportunity to learn the
basic principles of evaluation and management of clinical renal
syndromes and hypertension. An emphasis will be placed on the
117
recognition, evaluation, and treatment of acid-base and fluid
electrolyte disorders. Students are expected to participate in patient
care, teaching rounds, educational conferences, and lectures.
Obesity Medicine (Independent Study) - 10.0 Credits
This online independent study elective rotation provides students the
opportunity to build an understanding of the unique conditions and
considerations involved in the care of the patient with obesity.
Students will develop the knowledge skills and attitudes necessary to
assess patients with obesity and develop treatment recommendations
utilizing self-directed, online educational programming and dedicated
reading assignments. Students will develop the foundational tools
necessary to address problem solving, patient assessment, and the
coordination of health care for the individual with obesity.
Ophthalmology - 10.0 Credits
This elective rotation will expose students to the basic knowledge of
the eye examination and diseases of the eye. Students will gain an
understanding of the triage and treatment of diseases and injuries of
the eye. Students are expected to participate in patient care, teaching
rounds, educational conferences, and lectures.
Orthopedic Surgery - 10.0 Credits
The objective of this rotation is to provide students the opportunity to
gain a better understanding of the structure and function of the
musculoskeletal system. Students will take part in consultations,
rounds, surgical procedures, post-operative care, and have the
opportunity to participate in trauma cases in the emergency
department. Students are expected to participate in patient care,
teaching rounds, educational conferences, and lectures.
Osteopathic Manipulative Medicine - 10.0 Credits
This elective rotation will advance the student’s application of
osteopathic principles and treatment through the incorporation of
medical and structural exam findings, objective criteria, and
techniques to treat somatic dysfunction. Evaluation of students by
attending physicians is performed during patient care on a regular
basis in order provide valuable feedback. Students are expected to
participate in patient care, teaching rounds, educational conferences,
and lecture/lab sessions.
118
Pathology/Laboratory Medicine - 10.0 Credits
This elective rotation provides students the opportunity to understand
how lab tests are ordered and utilized most effectively in evaluating
patients. Students will observe day-to-day operations of the lab, such
as clinical chemistry, hematology, microbiology, blood bank and
immunology. They will also become familiar with the various tests
available and develop appropriate test ordering skills. The
educational format includes review of test profiles, analysis of other
laboratory data, and discussion of clinical case studies with an
emphasis on cost-effective laboratory utilization. Students are
expected to participate in patient care, teaching rounds, educational
conferences, and lectures.
Point-of-Care Ultrasound (POCUS) (Independent Study) - 10.0
Credits
Under the guidance of the Director of Ultrasound Training, and
through the utilization of CUSOM’s Simulation Center ultrasound
training resources, students will learn emergency and critical care
ultrasound protocols and participate in point-of-care ultrasound case
development. Based on their medical interests, students will develop
two POCUS case studies presentations via distance technology, to be
presented virtually to a group of faculty and students the final week of
the elective. Students will also participate in on-campus ultrasound
scanning exercises.
Psychiatry/ Behavioral Health - 10.0 Credits
This elective rotation provides students with a more advanced
knowledge base and experience in the assessment and treatment of
patients suffering from psychiatric disorders. Students with attending
physicians in both inpatient and outpatient settings and are expected
to participate in patient care, teaching rounds, educational
conferences, and lectures.
Pulmonology - 10.0 Credits
This is an elective rotation designed to combine bedside rounds and
teaching in the pulmonary laboratory in order to improve the ability
of students to correlate pulmonary function tests with clinical
findings. Students participate in bronchoscopy and other diagnostic
procedures and expand their knowledge of diseases such as COPD,
pneumonia, pulmonary fibrosis, asthma, ARDS, and other pulmonary
conditions. Students are expected to participate in patient care,
teaching rounds, educational conferences, and lectures.
119
Radiology - 10.0 Credits
During this rotation, students expand their knowledge with respect to
radiographic procedures and the anatomy, physiology, and pathologic
processes of organ systems as shown on diagnostic radiology studies.
Students will expand their ability to select procedures most
appropriate in the diagnoses of their patients. Students are expected
to participate in patient care, teaching rounds, educational
conferences, and lectures.
Radiology (Independent Study) - 10.0 Credits
This independent study elective utilizes comprehensive online
learning modules to help students improve their understanding of the
principles and applications of medical imaging. The course focuses
on a patient-centered approach to imaging and helps students build
clinical problem-solving skills by utilizing the American College of
Radiology Appropriateness criteria.
Research (Independent Study) - 10.0 Credits
The goal of this independent study elective is to provide students an
opportunity to engage in mentored hands-on research and scholarly
activity to enhance evidence- based thought processes. This rotation
is open to novice or experienced researchers. The research and
scholarly activity can assume different types and includes, but is not
limited to, a retrospective chart review study, survey study, meta-
analysis, critical literature review, case report, quality improvement
project, medical education topic, basic science discoveries, or a
clinical investigation. A student can be engaged in various parts of
the research process. Institutional Review Board approval is
necessary for research and some types of scholarly activity.
Simulation Medicine Case Development (Independent Study) -
10.0 Credits
Through the use of CUSOM’s Simulation Center resources, students
have the opportunity to participate in medical simulation case
development. Based on their medical interests, the student will
choose relevant topics from which they will develop two simulation
cases: one manikin- or augmented reality-based case and one
Standardized-Patient based case. A single, hybrid progressive case
can be completed as an option. Within each case, the student must
identify specific measurable objectives to cover during a simulation
learner’s exposure to the case. Specific debriefing approaches and
objectives must accompany the work.
120
Surgery/General - 10.0 Credits
Through participation in this rotation, students increase their
knowledge base and experience in preoperative, intra-operative and
postoperative care. Students work under the direct supervision of
residents and attending physicians to learn and apply operative
techniques, anatomy, physiology, and pathology. Students have an
opportunity to expand their manual skills while assisting in surgery
and other procedures and are also expected to participate in patient
care, teaching rounds, educational conferences, and lectures.
Surgery/Plastic and Reconstructive Surgery - 10.0 Credits
This is a fourth-year surgical selective, and the student must have
successfully completed a General Surgery rotation. The training in
this area will include repair, replacement, and reconstruction of
defects in form and function. Emphasis will be placed on multiple
components of plastic and reconstructive surgery such as skin and soft
tissue tumors, hand surgery, and aesthetic surgery. Students are
expected to participate in patient care, teaching rounds, educational
conferences, and lectures.
Surgery/Vascular - 10.0 Credits
After completion of a General Surgery rotation, students may elect to
do a Vascular Surgery rotation. In addition to assisting in surgery,
students will partake in daily rounds, consults, and time spent in the
surgeon’s office. This rotation expands on previously learned surgical
skills, and provide students the opportunity to work with a vascular
surgeon. Students are expected to participate in patient care, teaching
rounds, educational conferences, and lectures.
The most up-to-date list of elective and selective rotations, along with their
course descriptions and syllabi are maintained on CUSOM’s web-based
evaluation system.
5.3.13 Curricular Integration of OPP and OMM
Years Three and Four
CUSOM utilizes a structural approach to osteopathic (OMM) integration in
the clinical years. The assessment of the cognitive learning and practical
application of osteopathic manipulation consists of evaluation and
assessment of students’ psychomotor learning through practical hands-on
and oral evaluations under the supervision of clinical faculty. This method
of assessment assists students in their preparation for both the COMLEX-
USA Level 2-CE, COMLEX-USA Level 2-PE*, and the transition to
residency training.
121
To become eligible for graduation, each fourth-year student must have
passed COMLEX-USA Level 2-CE and COMLEX-USA Level 2-PE* and
successfully completed all clinical rotation requirements.
*NOTE: As of the date of this Bulletin, the NBOME and the COCA have
temporarily waived the passing of COMLEX-USA Level 2-PE
as a graduation requirement for the Class of 2023. As such, to
be eligible to graduate, each student must have successfully
completed CUSOM’s Clinical Skills Assessment Program
which includes both a longitudinal assessment of student
performance and an on-campus multi-station Objective
Structured Clinical Exam (OSCE) during the fourth year. This
multi-station OSCE, also called the Physical Exam-Qualifying
Exam (PE-QE), requires students to successfully demonstrate
the fundamental clinical skills and physician-related
competency domains required for graduation, entrance into
supervised graduate medical education programs, and the
provision of safe osteopathic medical care of patients.
OMM Hands-on Experiences
Participation in hands-on OMM experiences is included during third-
and fourth-year clinical rotations, Call Back Fridays, and Residency
Development month. Osteopathic education plays a key role in the
entire curriculum and students will gain an understanding of the
osteopathic profession as it relates to all aspects of healthcare.
OMM Comprehensive Osteopathic Medical Achievement Test
(COMAT) Requirement:
Osteopathic manipulative medicine reading assignments are included in
each of the relevant core clinical rotations throughout the course of the
third year of training. Students are required to complete these reading
assignments concurrently with all other assigned modules for each
clinical rotation. The information contained in the OMM reading
assignments are assessed using the National Board of Osteopathic
Medical Examiner’s OMM COMAT which students are required to take
during Residency Development Month. Students are required to pass
the OMM COMAT, defined as achieving a score within two (2)
Standard Deviations of the mean.
Osteopathic medical knowledge emphasized during clinical rotations
includes, but is not limited to:
• Concepts basic to osteopathic healthcare including the self-
healing tendency/processes, the unity of the organism in its
environment, and the indications and application of osteopathic
122
diagnostic and therapeutic manipulative processes, including
when and how to safely apply them;
• The philosophy and principles of osteopathic medicine;
• The history, growth, and development of the profession;
• The effects of growth, development, and aging on the
musculoskeletal system (normal and variations of normal);
• Topical anatomy and neuroanatomy correlated with structural
anatomy;
• Anatomical structures and their inter-relationships within the
musculoskeletal system;
• Most frequently encountered structural anomalies and
functional abnormalities in the musculoskeletal system at each
age group;
• Somatic changes, including somatovisceral and viscerosomatic
changes, which occur as a result of distant disease processes
and the relationship of these changes in delaying the resolution
of the disease process;
• Musculoskeletal evaluation assessment techniques suitable for
each age group and situation;
• Primary somatic changes resulting from anatomical syndromes
and their relationship to other syndromes; and
• The applications of osteopathic philosophy and principles in
special situations within the life cycle.
Students will develop a deeper understanding of the following
osteopathic principles:
• The relationship of the philosophy and principles of
osteopathic medicine to the concepts of health and disease;
• The relationship of the philosophy and principles of osteopathic
medicine to patient-centered care and management;
• The relevance of the philosophy and principles of osteopathic
medicine to situations in each of the various specialty-specific
conditions; and
• The impact of the philosophy and principles of osteopathic
medicine on the practice of sub-specialty areas of medicine.
During the third and fourth year, students are required to demonstrate
knowledge and/or skills related to the following areas:
• Application of basic osteopathic concepts to patient care
(diagnosis, treatment, variations, and indications);
• Use of osteopathic manipulative techniques in
diagnosing/treating problems in special situations (e.g.,
pregnancy, labor, pediatrics, surgery);
• Identifying indications/contraindications for osteopathic
manipulative techniques, including those in situations unique to
the various specialties;
123
• Utilizing a variety of techniques in osteopathic manipulative
medicine applied/adjusted to the unique needs of the individual
patient (e.g., in terms of age, development, disorder, body
habitus);
• A recognition of the relationship of disease/disorder of the
musculoskeletal system to total well-being; and
• Writing of appropriate orders and progress notes relevant to the
use of osteopathic manipulative treatment.
Call Back Fridays
During the third and fourth year, students are required to return to
CUSOM on the last Friday (Call Back Friday) of the following core
clinical rotations: Family Medicine, Medicine II, Obstetrics, Pediatrics,
Psychiatry, Surgery and Emergency Medicine. During these sessions,
students take end-of-rotation exams, participate in clinical skills and
OSCE experiences, and attend a variety of professional seminars.
Students returning from their Pediatric and Psychiatry rotations are also
required to participate in Osteopathic Principles and Practice OSCE
sessions. Full attendance and participation for the entire day is
MANDATORY. Call Back Friday sessions typically run from
8am–5pm; therefore students should NOT make any travel plans
prior to 5pm.
On each Call Back Friday, students take a COMAT or comparable exam
(for designated rotations) from 8am-noon. During the afternoon
sessions, which typically run from 1pm-5pm, students participate in
clinical skills, OSCEs (including OMM specific OSCEs) and
Simulation lab activities relevant to the student’s upcoming clinical
rotation or other educational session as described above.
During fourth-year clinical rotations, students are required to attend and
actively participate in a minimum of two (2) on-campus Call Back
Friday Simulation/OSCE workshops, one during the Residency
Development Month and the other during their required Emergency
Medicine rotation. During Residency Development Month, students are
required to perform an OMM-specific OSCE in a simulated outpatient
setting. Students returning to campus to take their core Emergency
Medicine end-of-rotation exam are required to attend an OMM
workshop structured to help them develop strategies for integrating
OMM into their post-graduate education.
124
5.4 Clinical Rotation Standards
5.4.1 General Standards
The following general objectives are expectations for all clinical rotations and
are designed to help students develop the fundamental skills of medical problem
solving, case management, procedural expertise, and professional demeanor.
Students should review these objectives carefully as their evaluation on each
rotation will in large measure be based on achievement of these objectives.
As a result of each clinical rotation, students should become better able to obtain
an adequate, logical, and sequential medical history. Students should include
in the history of present illness (HPI) those pertinent positive and negative
features which demonstrate their understanding of the patient’s medical
condition(s). All medications, treatments, and important previous milestones
concerning that illness should be clearly noted.
Past History will contain but not be limited to the following:
• Complete past and present medication use, including doses and
duration of use, ;
• All previous surgeries, including approximate dates and sequelae;
• All previous injuries and any sequelae;
• Immunizations;
• Quantitative estimate of alcohol, tobacco, and illicit drug use, and
other appropriate social history; and
• All untoward drug reactions (allergic or toxic), including anesthetic
agents and the specific reaction. If none, it should be clearly noted.
Family History will include all diseases with a familial tendency, or which
may have a bearing on the HPI. The ages and health status of all first-degree
relatives should also be listed.
Review of Systems will contain some notation for each body system.
Detailed and complete system histories are mandatory for symptoms uncovered
during the review of systems.
Physical Examination – Performance and documentation of an appropriate
physical examination is required and includes:
• Accurate and complete vital signs;
• A thoughtful description of the patient's general appearance and
behavior;
• A thorough and complete description of physical findings pertinent to
the HPI; and
• Careful attention to findings suggested by the past medical history or
review of systems.
125
The remainder of the physical examination must be sufficiently detailed in order
to identify incidental abnormal findings not related to the present illness or
positive historical clues.
Documentation – Students must document a complete History & Physical
(H&P) in the patient's chart. It should include a brief summary statement, which
demonstrates the student has synthesized the historical and physical exam data.
Oral Presentation – Orally present the patient's data to the resident and/or
attending physician in 5-10 minutes in standard, logical, sequential fashion,
demonstrating an understanding of the patient's disease process and its
manifestations in the patient.
Differential Diagnosis – Apply basic medical knowledge in synthesizing a
differential diagnosis and plan of management for the patient's medical
condition(s). Success in this area requires the ability to:
• Generate a clear problem list;
• Develop a plan of action to confirm a diagnosis;
• Review the pertinent literature to expand student knowledge of the
problem;
• Identify indicated laboratory tests;
• Suggest a therapeutic plan of treatment;
• Define patient education objectives and assess the patient's
understanding;
• Perform as an effective member of the healthcare team and the patients’
primary physician;
• Gather patient information and data and offer an interpretation of the
data relevant to the patient's concern(s) and condition(s);
• Report data on rounds and in progress notes. Progress notes and related
documentation should reflect a dispassionate report; and
• Acquire sufficient knowledge and skill concerning the patient's
medical condition(s).
Affective and Professional Behavior – Demonstrate and develop the following
affective (attitudes, feelings) and behavioral characteristics:
• Work with patients in a respectful, compassionate, caring, and
empathetic manner;
• Develop a professional attitude and demeanor in working with
patients, peers, faculty, house staff, healthcare professionals, and other
persons in the healthcare setting; and
• Identify and emulate appropriate role models among attending
physicians and house staff, including those who demonstrate the
process of developing rapport and positive communications with
patients, faculty, house staff, and other healthcare professionals.
•
126
Demonstrate the following professional behaviors:
• Reliability and dependability
• Self-awareness
• Emotional stability
• Integrity and honesty
• Initiative and enthusiasm
• Punctuality
• Self-directed learning
5.4.2 Ethical Standards
Essential humanistic qualities required of physicians include integrity, respect,
and compassion.
INTEGRITY is the personal commitment to be honest and trustworthy;
this includes evaluation and demonstration of one's own skills and abilities.
RESPECT is the personal commitment to honor other's choices and rights
regarding themselves and their medical care.
COMPASSION is an appreciation that suffering and illness engender
special needs for comfort and help without evoking excessive emotional
involvement.
In broad terms, these words propose the qualities of mind and feeling a
physician should bring to the profession of medicine. They enforce no
orthodoxy. They do not establish a hierarchy of values or issue imperatives.
They do not force the varied facets of each physician's personality into a rigid
mold.
These words describe a good relationship between patient and physician, a
relationship in which the dignity and freedom of both parties are respected,
and their expectations and needs are acknowledged. This description can be
interpreted in many ways; its application to different styles of personality and
to different situations is variable.
5.4.3 Non-Cognitive Standards
As future physicians, medical students have a responsibility to guide their
actions to serve the best interest of their fellow students, patients, and faculty.
This responsibility is upheld by maintaining the highest degree of personal and
professional integrity. To meet these objectives, the following standards are
expected of all medical students at CUSOM.
127
Medical students shall demonstrate dedication to acquiring the knowledge,
skills, and attitudes necessary to provide competent medical care. They shall:
• Assume personal responsibility for their medical education;
• Continue to study, apply, and advance scientific knowledge, and make
relevant information available to patients, colleagues, and the public;
• Seek appropriate consultation with faculty, staff, and colleagues in
their interactions with patients; and
• Take an active role in the planning, implementation, and evaluation of
the medical education process by discussion with instructors and peers
as well as through written evaluation.
Medical students shall demonstrate professional behavior expected of a
physician and must:
• Be truthful in carrying out educational and clinical responsibilities;
never falsify information, including patient histories, physical
examinations, or laboratory data, or purposely misrepresent a situation;
never tamper with, remove, or destroy patient records or educational
materials, including slides or anatomical dissections;
• Maintain confidentiality of information concerning patients and refrain
from discussing cases except under appropriate circumstances;
• Be punctual, reliable, and conscientious in fulfilling professional duties,
including attendance at lectures, examinations, and clinical rotations;
• Not participate in patient care when under the influence of any
substance or other conditions, which could impair judgment or ability
to function;
• Maintain professional hygiene, demeanor, and appearance when in a
patient care setting or representing CUSOM;
• Accept the responsibility to review plans or directives for patient care
with the attending physician when, after careful consideration, the
student believes these plans or directives are not in the best interests of
the patient;
• Clearly identify their role as medical students in the patient care setting;
• Seek appropriate faculty supervision; and
• Respect civil and criminal laws, hospital rules, and university rules
governing the conduct of medical students.
Medical students shall show compassion and respect for themselves, their
families, their colleagues, faculty, staff, and, most importantly, the patients who
participate in their education. They shall:
• Within the confines of professional confidentiality, establish rapport and
deal honestly with patients, colleagues, faculty, staff, and the patient's
family;
• Respect patients, their families, and their professional colleagues,
including staff and other healthcare providers, regardless of their age,
sex, race, national origin, religion, socioeconomic status, state of health,
personal habits, sexual orientation, cleanliness or attitude; and
128
• Care for themselves by following good health maintenance practices
related to physical and mental health and seek help in this regard when
help is needed.
5.5 Clinical Rotation Scheduling
5.5.1 Assigned Rotations
Students are provided a schedule of their assigned rotations. No changes are
allowed, except for extenuating medical, financial, or personal hardships, which
will be reviewed and are at the discretion and approval of the Associate Dean
for Clinical Affairs.
Assigned rotations not completed will be recorded as a failure (FC) and will be
referred to the Academic Performance, Promotion and Standards (APPS)
Committee for review and adjudication following the process described
elsewhere in this Bulletin. If a student is allowed to continue in the program,
they may be placed on a Modified Course of Study in order to make up the
rotation at a later time as designated by the APPS Committee and the Associate
Dean for Clinical Affairs. Placement on a Modified Course of Study may result
in a delay in the student’s graduation date and may adversely affect financial aid
and the student’s ability to participate in the residency match process.
5.5.2 Notice of Site Changes
Clinical training sites are subject to change. While the training sites are subject
to change without notice to students, those students who are in clinical rotations
at the time of the change will be accommodated for the duration of the rotation
when possible. Rotation sites will be updated annually.
5.5.3 Selective Rotations
If a student decides to exercise the option of completing one (1) of the fourth-
year Selectives away from their assigned clinical campus, they must arrange for
the Selective rotation as they would for an elective and according to the process
presented in Section 5.3.5 of this Bulletin.
5.5.4 Rural/Underserved/International (R/U/I)
The third-year Rural/Underserved/International (R/U/I) rotation may take place
either at a rural site or a non-rural underserved site. Rural and underserved areas
are usually, but not always, designated or qualify as a HPSA (Health
Professional Shortage Area) or MUA (Medically Underserved Area) through
federal or state standards. Third-year R/U/I rotations should be performed at
outpatient clinics, must be in a primary care medical field such as Family
Medicine, Internal Medicine, or Pediatrics, and must be completed at an
appropriate facility or clinic bearing a fully executed affiliation agreement at the
Regional Site.
129
5.5.5 Electives
Students must honor their elective rotation commitments out of respect for the
clinical site. If a student must cancel an elective, they must first notify the Office
of Clinical Affairs no later than four (4) weeks prior to the start of that rotation.
Cancellations will not be accepted after that time. This policy is necessary
because many hospitals reserve a limited number of elective slots for students
and once full, may turn away students from other schools. Withdrawal on short
notice means a desirable rotation slot, which could have been offered to another
interested and qualified student, is wasted. This is disrespectful and unfair to the
hospital and, more importantly, it is unfair to fellow students. Any changes to
elective rotations received after the deadline must be accompanied by official
documentation certifying the student has been cancelled by the
physician/hospital originally registered.
A letter from the Associate Dean for Clinical Affairs verifying the student is in
good standing and current on their required immunizations, along with proof of
coverage by CUSOM’s malpractice insurance will be sent to the designated host
institution for each outside elective rotation. Students must arrange their own
electives with the clinical campus Student Medical Education Coordinator
according to the process presented in Section 5.3.5 of this Bulletin. Questions
regarding the scheduling of third- or fourth-year elective rotations should be
directed to the respective clinical campus Student Medical Education
Coordinator or the appropriate CUSOM Student Medical Education Clinical
Coordinator. Although it is preferred students schedule their elective rotation
for four consecutive weeks, some rotations may be split into two 2-week elective
rotations. The specific rotations eligible for two-week rotations and limitations
of this option are reviewed in Section 5.3 of this Bulletin.
5.5.6 Elective and Other Rotations
Information regarding the scheduling of Elective and Selective rotations may be
found in Section 5.3.5 of this Bulletin. Rotation approval forms for requested
Elective, Selective, or other rotations must be submitted to the Office of Clinical
Affairs a minimum of sixty (60) days before the beginning of the requested
rotation.
Many clinical sites require a list of documents in order to participate in a rotation
at their sites. This may include but is not limited to:
• Letter of Good Standing (states your academic standing, BLS & ACLS
certification, etc.);
• Immunization Records (to include proof of PPD, flu vaccination, etc.);
• Criminal Background Check;
• Drug Screen; and
• Campbell University’s Proof of Liability/Malpractice Coverage.
130
For liability reasons, the CUSOM Office of Clinical Affairs will not release
the proof of liability/malpractice coverage to the student, but can release this
information to a requesting entity only for the purposes of clinical coordination.
In order to facilitate the provision of these documents to the clinical site, students
must provide the following information to the Student Medical Education
Clinical Coordinator for Fourth-Year:
• Name, title, fax number, and email address of the contact person;
• Name of healthcare or medical education institution requesting
documentation; and
• A list of the specific documentation the entity is requesting.
** No travel plans regarding away rotations should be made by the
student until they have received official approval from the Office of
Clinical Affairs and notice of a fully executed affiliation agreement. **
5.5.7 Family Medicine Preceptor Rotations
Rotations must be scheduled for four (4) consecutive weeks with an office-based
or residency-based family physician. The precepting physician must be board
certified in Family Medicine.
5.5.8 Out-of-State Rotations
All out-of-state rotations are subject to the State Authorization and Reciprocity
Act. This federal legislation requires states to abide by state-assigned law
which may require students doing either online education or distance learning
to obtain the formal permission of the state to serve as a clinical practicum or
medical clerkship within their state. Each state has a different requirement for
state authorization or approval. The federal penalty for violating the State
Authorization and Reciprocity Act is loss of federal education funding for the
institution. This legislation affects all educational institutions, including
CUSOM.
Students desiring to participate in a clinical rotation outside of the state
of North Carolina must work with the Office of Clinical Affairs to ensure
all conditions of the State Authorization and Reciprocity Act are met.
This is in addition to the completion of the Away Rotation Request form
and submission of all required documentation.
The process for requesting out-of-state clinical rotations is as follows:
• Complete the Affiliation Agreement Request form, available from the
Office of Clinical Affairs on CUSOM’s web-based evaluation system,
between six (6) months and no less than sixty (60) days prior to the start
of the rotation.
• Clinical Affairs will review the completed form and work with the
Provost’s Office staff to establish necessary state approvals to complete
the rotation.
131
• Clinical Affairs will notify the student of the status of the request at least
thirty (30) days prior to the start of the rotation.
Any further questions or concerns regarding the State Authorization and
Reciprocity Act should be sent to the Office of Clinical Affairs.
5.5.9 International Rotations
Specific information regarding the scheduling of international rotations may be
found in Section 5.3.10 of this Bulletin. A limited number of international
rotations are available for fourth-year Elective Rotations. International
rotations must be at CUSOM-affiliated sites and approved in advance by the
Department of Community and Global Health, the Associate Dean for Clinical
Affairs, the Dean, and the Campbell University Study Abroad Committee. A
signed affiliation agreement between CUSOM and the international
organization must be in place at least ninety (90) days prior to the clinical
rotation. CUSOM does not assume any liability for health or safety while on
international rotations. All international experiences must comply with
CUSOM policies for international rotations. Requirements for students wishing
to do an international rotation include:
• Must be in good academic standing;
• Must have taken and passed COMLEX-USA Level 1;
• Must have approval of the rotation from the Department of Community
and Global Health, the Associate Dean for Clinical Affairs, the Dean,
and the Campbell University Study Abroad Committee;
• Must have necessary immunizations, passport, and other requirements
for travel;
• Students are responsible for obtaining travel insurance, including
evacuation coverage, and proof of such must be presented with the
required forms for international travel;
• Students must have completed the Travel Safety SDL and
electronically sign to acknowledge understanding of safe practice in
foreign country prior to travel; and
• At the completion of the rotation, the student must prepare a written
case report from his/her clinical experience abroad (no more than two
pages, topic pertinent to the country of rotation, e.g., tropical diseases,
occupational injuries, foodborne illnesses, etc.).
5.5.10 Additional Clinical Rotation Information for Military Rotations
All students in the United States Armed Forces may complete certain rotations
in the Armed Forces and Veterans Affairs facilities with approval by the
Associate Dean for Clinical Affairs. A copy of the military orders must be
presented to the Associate Dean for Clinical Affairs for approval.
132
5.5.11 Away Rotation Requests
All students desiring to complete elective rotations away from their assigned
CUSOM clinical campus must complete an affiliation agreement request form.
A link to this form may be found on CUSOM’s web-based evaluation system.
All affiliation agreement requests must be submitted in a timely manner (at least
sixty (60) days prior to the start of a domestic rotation and at least 90 for all
international rotations).
Timely Approval
• It is extremely important students complete their affiliation agreement
requests on time.
• Failure to submit the appropriate forms within the timeframe allotted
may result in a rotation other than the requested elective being
assigned to the student by his/her respective clinical campus Student
Medical Education Coordinator and Regional Dean/DMSE.
• No rotation may be started without being approved (see Unauthorized
Rotations).
5.5.12 Scheduling Away Rotations
Many fourth-year elective rotations are scheduled through VSLO (Visiting
Student Learning Opportunities) and Clinician Nexus. Information regarding
using VSLO and Clinician Nexus to schedule rotations may be obtained from
the Student Medical Education Clinical Coordinator for Fourth-Year.
Additional information regarding VSLO is also available on CUSOM’s web-
based evaluation system.
Unauthorized Rotations
Any student starting an Elective or Selective rotation without a fully
executed affiliation agreement with the Office of Clinical Affairs will not
receive credit for that rotation and all violations will be subject to
review by the Academic Performance, Promotion and Standards
(APPS) Committee. For questions regarding the process, students should
contact their clinical campus Student Medical Education Coordinator or the
Student Medical Education Clinical Coordinator for the Third-Year or
Fourth-Year.
5.6 General Policies and Procedures – Clinical Rotations
5.6.1 Overview
Medical students will work directly under the supervision of an attending
physician. A licensed physician must countersign all entries in the patient
record. Students must clearly identify themselves in the medical record as
either an MS-3 or an MS-4 student.
133
History & Physicals: Students are responsible for all assigned H&Ps,
including osteopathic structural exams. Preceptors will review student
performance and provide constructive feedback to assist in improvement.
Procedures: Students may, only with direct supervision, perform a procedure
in the presence of a licensed, CUSOM-appointed physician. Under NO
circumstances are students to attempt a procedure without direct
supervision.
Rounds: The student’s direct supervisor will provide the schedule to make
rounds on each service. Students are required to be prompt and prepared to
discuss the status of patients and any results/reports which may have been
received. Clinical rounds are an important component of medical education
and students should not be afraid to ask questions or speak up if there is
something needing clarification.
Morning Report: Many services will have a morning report, where the “on-
call” house staff will report on the events of each patient during the night.
This is also where the chief resident will make assignments for the day.
There is usually an educational component during this time. This
conference is MANDATORY if the student is on a service with morning
report and students must BE ON TIME and be prepared.
Procedure Workshop, Simulation or Skills Lab: Occasionally during the
rotation or at the clinical training site, workshops or “skills labs” will be
provided to enhance procedural or OMT training. Attendance is
MANDATORY. If assigned, students are expected to attend and be
prepared.
Didactics: Each service and clinical site has its own didactic schedule, which
will be provided the first day on service. Attendance at all didactic sessions
is MANDATORY. In the event a student is outside a 30-minute travel
radius from the site, teleconference options are available for lectures
scheduled for one hour, such as noon conferences and morning report.
Students must be in-person for half-day didactic programming at their
respective clinical campus. If students are performing duties related to the
rotation, such as participating in a surgical case or delivery, the student
MUST communicate the explanation for the absence with the clinical
campus Student Medical Education Coordinator.
In addition, students should attempt to attend any other hospital conferences
or educational programs of interest (with appropriate supervisor
permission). A schedule of the hospital educational programs should be
obtained each week or month from the hospital Department of Medical
Education.
134
Evaluations: During the final week of the rotation, students should remind
the preceptor to complete their student evaluation in the web-based
evaluation system and schedule a time to review their performance and
preceptor evaluation. All evaluations are to be completed online and must
be completed in a timely fashion as noted in Sections 6.2.7.1-6.2.7.3 of this
Bulletin.
Prior to completion of the rotation, students are expected to complete
evaluations of the rotation and of the preceptor. Completion of these
evaluations are required as this information is utilized in an anonymous
fashion to provide valuable clinical rotation, site, and preceptor feedback
and assist CUSOM in its effort to continually improve its clinical rotation
program. A rotation will be regarded as Incomplete (IC) until the student
rotation evaluation has been completed.
Any specific preceptor or rotation concern should not wait for
documentation in the end-of-rotation evaluation but should be brought to
the immediate attention of the Regional Dean/DSME or Associate Dean for
Clinical Affairs.
Electronic Health Record (EHR): At most training sites, students will receive
a Username and Password for accessing the EHR in use on that rotation.
With this, students will be able to access protected personal health
information. Students must complete site-specific EHR training and sign a
“confidentiality agreement” to receive this access. Students MUST NOT
use others’ Usernames and Passwords as doing so constitutes a HIPAA
violation and may carry civil and legal penalties.
Confidentiality: All rotating students are subject to the policies and procedures
of confidentiality for patient information at their respective clinical
campuses and facilities at which they are completing a clinical rotation.
Confidentiality policies also apply to non-electronic patient information –
all must be protected and shared only with those who have a professional
need-to-know.
5.6.2 Responsibilities and Duties
The student, while on a rotation service, will at all times be responsible to the
personnel in charge of the service involved. In addition, all students are
expected to comply with the policies and procedures established by the hospital
or clinic at which they are being trained. All problems or concerns should be
communicated immediately to the Regional Dean/DSME and the CUSOM
Office of Clinical Affairs.
Any time spent away from the hospital/clinic during regular duty hours for
lectures, conferences, and other programs conducted at local hospital/clinic or
university must be approved as noted elsewhere in this Bulletin.
135
Although patient care assignments take precedence over lectures and
conferences, the hospital and attending physicians are encouraged to allow the
students to attend scheduled lectures. The director of the individual clinical
service must approve absences from clinical duty in advance.
5.6.3 Standards of Professional Conduct
As healthcare practitioners, students are required to conform to the highest
standards of ethical and professional conduct. These include, but are not limited
to:
• Respect of colleagues, staff, patients, & faculty
• Flexibility
• Academic integrity
• Honesty & trustworthiness
• Accountability for personal actions & work/assignments
• Cultural competency
Students are expected to adhere to the same high ethical and professional
standards required of practicing physicians. The professional conduct of
students is evaluated on an ongoing basis throughout the didactic and clinical
years of the CUSOM program. Violations of standards of conduct are subject
to faculty review and may be referred to the Academic Performance, Promotion
and Standards (APPS) Committee.
Appropriate behavior regarding patients, staff, and other clinicians is expected
in all situations. Preceptors are instructed to report any attendance,
appearance, or behavioral problems to the Regional Dean/DSME and Office
of Clinical Affairs immediately.
5.6.4 Preceptor - Student Interactions
The student should maintain a professional relationship with the preceptor and
adhere to appropriate professional boundaries at all times. Contact through web-
based social networking sites (e.g., Facebook, Twitter) should be avoided.
Career networking through professional sites, such as LinkedIn, is acceptable.
All students must refrain from any inappropriate relationship with
students/faculty/staff/preceptors to the extent the relationship may compromise
any policies or expectations of the University or as noted elsewhere in this
bulletin. Inappropriate relationships include any romantic or physically
intimate liaison with a student outside the bonds of marriage.
CUSOM maintains a faculty recusal policy which requires any CUSOM faculty
member, including CUSOM appointed clinical preceptors, with a previous or
ongoing therapeutic relationship with a current CUSOM student to recuse
herself/himself from all activities involving the summative assessment, grading,
and promotion of that student.
136
For the purposes of this policy, a “therapeutic relationship” occurs when a
licensed clinician assumes the responsibility for the evaluation, diagnosis, or
management of a student’s medical or behavioral health condition.
Any student working with a clinical preceptor with whom they have a previous
or ongoing therapeutic relationship should contact the Associate Dean for
Clinical Affairs at the beginning of the rotation so he/she may identify an
alternative clinical practice or service for the student’s rotation, or in cases when
that is not feasible, identify another preceptor on the rotation to complete the
end of rotation evaluation.
5.6.5 Dress Code
CUSOM recognizes the importance of professional appearance in maintaining
an atmosphere conducive to the delivery of quality health care. Students are
always expected to dress in a professional and appropriate manner in accordance
with Section 6.5 of this Bulletin. Please note, business attire is appropriate for
all clinical rotations. Men are required to wear a shirt and a tie with slacks or
khakis unless otherwise directed by their clinical preceptor. Thin strap or racer
back tank tops must be covered with a sweater or jacket. Low cut or strapless
tops or dresses are not permitted. Jeans, t-shirts, and flip-flops are not permitted.
Closed-toe shoes are required. Shoes should be professional (no tennis shoes),
comfortable and functional. You must be able to stand in them for hours at a
time and run if necessary.
The student must wear professional attire as described in the Section 6.5 of this
Bulletin. CLEAN, short, white lab coats with a Campbell University patch are
required at all times. If the CUSOM embroidered lab coat is dirty, students are
permitted to wear a non-Campbell-issued, short, white lab coat until the original
coat is cleaned. Students must wear their CUSOM ID badge at all times as noted
below.
On services where scrubs are indicated, they will be provided by the training
facility. Scrubs are not to be worn outside of the teaching facility. Students will
wear appropriate professional attire to and from the institution.
Approved identification will be worn as dictated by each training facility.
Students are required to also wear their CUSOM identification (ID) badges at all
times. In cases of lost ID badges, students must contact CUSOM to obtain a
new ID badge.
If students arrive without a lab coat or are inappropriately dressed, they may be
asked to leave the rotation and may NOT be allowed to participate in clinical
activities. This may result in an unexcused absence and will require further
action and review by the Associate Dean for Clinical Affairs. Inappropriate
dress may also be considered a professionalism issue and may be referred to the
APPS Committee.
137
Good personal hygiene is expected. Students must not wear overpowering
cologne or perfume. Scrubs are to be worn ONLY on services in which they are
indicated, in which case they will be provided by the training facility. They are
not to be worn home or into the hospital from outside. New scrubs must be worn
daily. Surgical head and footgear is not to be worn outside of the operating room
area. Failure to adhere to these standards of dress and grooming may result in
corrective action as noted above.
5.6.6 Supervision of Students
A student on clinical rotations must be supervised in all patient care situations.
Supervision involves a responsible CUSOM-appointed, licensed physician or
faculty member to:
• Be physically located in the facility where patient treatment is rendered
• Grant authorization of services provided by the student doctor
• Examine all patients seen by the student doctor
• Witness procedures when performed by the student doctor
• Assure that the documentation in the patient's medical record is
appropriate
5.6.7 Student Problems / Issues
The Office of Clinical Affairs makes every effort to ensure all clinical rotations
are positive learning experiences. However, if any problems/concerns arise
during the clinical years, students should contact the Office of Clinical Affairs
for assistance as soon as they arise. In addition, counseling services are available
to all students on rotations as noted in Section 5.7.3 of this Bulletin.
If a preceptor suspects or identifies problems with a student's progress,
professionalism, or performance they are to contact the Associate Dean for
Clinical Affairs. All reports will be thoroughly investigated and, should action
be required, the appropriate procedures, as outlined in Section 6.7 of this
Bulletin, will be followed. Examples of such problems may include, but are not
limited to:
• Poor interpersonal skills (i.e., personality problems, etc.);
• Deficient clinical skills;
• Below average clinical knowledge or academic performance;
• Unexcused absenteeism;
• Suspected medical or psychological illness;
• Suspected substance abuse (alcohol and other drugs);
• Suspected illegal behavior; or
• Suspected physical, sexual, or emotional abuse.
If at any time, the Office of Clinical Affairs or other faculty member feels a
student is unfit physically, mentally, or emotionally to care for patients, the
student will be removed from rotations and required to meet with the Associate
138
Dean for Clinical Affairs to determine the appropriate course of action. If a
student has concerns about his/her own well-being, they should contact the
Office of Clinical Affairs and access CUSOM provided Behavioral Health
counseling services as noted in Section 5.7.3 of this Bulletin.
5.6.8 Letters of Recommendation
The Office of Clinical Affairs does not provide letters of recommendation for
students seeking post-doctoral training. Students should identify faculty
members who will advocate for their suitability in the various specialties.
Letters of recommendation should be forwarded directly to the Electronic
Residency Application Service (ERAS). Do not have these letters sent to the
Office of Clinical Affairs.
CUSOM will provide the Medical Student Performance Evaluation (MSPE)
as part of all student residency applications. As the name signifies, this is a
standardized instrument of evaluation and not a letter of recommendation.
5.6.9 Student Files
Student evaluations are available for review according to CUSOM policy.
Grades cannot be given by phone. Student evaluations and grades are
maintained in the Office of Clinical Affairs. Student files are
CONFIDENTIAL and will not be copied by personnel of the Office of
Clinical Affairs or sent to another party for externship/internship applications.
However, students will be allowed to download a copy of their own
evaluations. Student transcripts will remain under the aegis of the Registrar's
Office. Comments provided by preceptors on the student end-of-rotation
evaluation will be included in the MSPE.
5.6.10 History and Physicals
CUSOM believes in the importance of an educationally sound policy
pertaining to student performance of histories and physicals (H&P's) at
affiliated training sites. Ideally, the H&P policy should be the same for all
students. However, we realize the sovereignty of our affiliated hospitals and
acknowledge our policy must be integrated with individual hospital policy.
Ideally, the student should complete at least two H&P’s per day on each
assigned service.
Clinical preceptors should review all student H&P’s and provide constructive
feedback to the student. The Office of the Director of Medical Education or
Regional Dean/DSME are responsible for the H&P policy for each hospital.
If a student has any questions or concerns regarding the policy or their role as
a student, they should contact the Regional Dean/DSME or the Director of
Medical Education Office of the affiliated hospital.
139
5.6.11 Patient Care Orders
The Director of Medical Education or Regional Dean/DSME for each specific
hospital will make clear to the student the policy of the respective hospital for
student order writing. As students are not licensed physicians, all activities
(orders, any patient care, procedures, progress notes, etc.) in the clinical
setting are under the supervision of a CUSOM-appointed attending physician
or faculty member who assumes responsibility for the student.
Students are strongly encouraged to complete structural examinations on all
patients and render osteopathic manipulative treatment as indicated.
5.6.12 Prescription Writing
Students may write or input electronic prescription information with preceptor
approval, but the physician must sign/send all prescriptions. The student’s
name is not to appear on the prescription. For clinical rotation sites which use
electronic prescriptions, the preceptor MUST log into the system under his/her
own password and personally sign and send the electronic prescription.
5.6.13 Medical Care & Medication Samples
Students may not seek medical care from a preceptor, his/her colleagues, or
staff. The only exception is emergency situations where the preceptor is the
only qualified licensed provider to give care.
Any student working with a clinical preceptor with whom they have a previous
or ongoing therapeutic relationship should contact the Associate Dean for
Clinical Affairs at the beginning of the rotation so he/she may identify an
alternative clinical practice or service for the student’s rotation, or in cases when
that is not feasible, identify another preceptor on the rotation to complete the
end of rotation evaluation.
Students may not take any medication or supplies from a clinical rotation site
for personal use. Any student violating these guidelines on drug samples will
automatically fail that rotation and be referred to the Academic Performance,
Promotion and Standards (APPS) Committee.
5.6.14 Health Insurance Portability and Accountability Act of 1996 (HIPAA)
Student physicians must be cognizant of and comply with HIPAA. This will
be in accordance with the training institution rules and regulations and state
and federal regulations as they apply. HIPAA training will be completed by
the student prior to starting both third-year and fourth-year clinical rotations.
140
Any HIPAA violation may result in referral to the Academic Performance,
Promotion and Standards (APPS) Committee, and depending on the clinical
site’s policy, may result in student removal and assignment to another rotation
site.
5.6.15 Medicare Policy
The Centers for Medicare & Medicaid Services (CMS) revised the Medicare
Claims Processing Manual in early 2018 to update policy on Evaluation and
Management (E/M) documentation to allow the teaching physician to verify
in the medical record any student documentation of components of E/M
services rather than re-documenting the work. Students may document in the
medical record, however, the teaching physician must verify in the medical
record all student documentation or findings, including history, physical
exam, and/or medical decision making. The teaching physician must
personally perform (or re-perform) the physical exam and medical decision
making activities of the E/M service being billed but may verify any student
documentation of them in the medical record rather than re-documenting this
work. Following is a link to the Center for Medicare and Medicaid Services
(CMS), which provides direct access to CMS rules regarding student
documentation:
https://www.cms.gov/Outreach-and-Education/Medicare-Learning-
Network-MLN/MLNProducts/Downloads/Teaching-Physicians-Fact-
Sheet-ICN006437.pdf
5.6.16 Change of Address
Students must notify the Office of Clinical Affairs, Office of Student Affairs,
and the Registrar of any change in mailing address during the clinical rotation
years. This may be done via Wufoo at:
https://cuweb.wufoo.com/forms/q13bwqys0t4m5h9/
Students may contact the Office of Clinical Affairs at:
Campbell University School of Osteopathic Medicine (CUSOM)
Office of Clinical Affairs
4350 US Hwy 421South
Lillington, North Carolina 27546
Phone: (910) 893-7065
Fax: (910) 893-1777
5.6.17 Email Policy
The CUSOM Office of Clinical Affairs will use CUSOM email as an official
form of communication with students during clinical rotations. All students
are required to check their CUSOM email daily, including weekends and
holidays, while on all rotations and to respond to email requests within
141
twenty-four (24) hours. Students are asked to acknowledge any email sent
specifically to them (non-group emails) with a simple reply to ensure the email
was received. If a student is located in a site with no/limited internet access,
they must inform the Office of Clinical Affairs immediately. Repeated
offenses for not replying to CUSOM email in a timely manner may result in a
referral to the Academic Performance Promotion and Standards (APPS)
Committee for a breach in professionalism.
Policy on Student Response to CUSOM Request for Information
Whenever this Academic Bulletin requires the student to provide a written
response to be received by CUSOM on or before a certain date, CUSOM will
not grant exceptions to the stated deadline except in the case of a medical
emergency, and in that case, the student must provide the response as soon as
medically feasible.
5.6.18 Cell Phone Calls / Text Messages
It is inappropriate, unprofessional, and disrespectful to text message, check
social media sites or email, or use cell phones or any other devices for
purposes other than educational in nature while on clinical rotations. If the
preceptor approves, electronic devices with internet capabilities may be used
as a clinical resource (i.e., medical applications). Students who text message
or use their cell phone for non-educational purposes are subject to disciplinary
action, may be referred to the APPS Committee for unprofessional conduct,
and their behavior may also be reflected in a negative evaluation from the
preceptor. All preceptor comments on student evaluations are included in the
MSPE.
5.6.19 Social Media
Students may not post any patient or rotation-specific information on social
media sites (Facebook, Twitter, etc.). Contact through web-based social
networking sites (e.g., Facebook, Twitter) should be avoided with all
employees of clinical sites as well as program faculty and staff. Career
networking through professional sites, such as LinkedIn, is acceptable.
Students should NEVER post any patient-related information or commentary
even if the patient name is not included. Students should avoid all perception
of impropriety, such as pictures suggesting compromising states or alcohol.
Violation of these guidelines may result in referral of the student to the
Academic Performance Promotion and Standards (APPS) Committee for
professionalism and Code of Conduct violations.
142
5.6.20 Housing
Students must provide for their housing during their enrollment at CUSOM.
This includes during the clinical training years at the student’s respective
clinical campus.
During the clinical years, students can be expected to drive up to one hour
from the premier educational partner of their region to complete a rotation. If
a student must be displaced for a core or selective rotation due to rotation
capacity, then CUSOM will cover the cost of housing through their
membership with the AHEC.
CUSOM will not provide the housing cost for a student displaced for a
rotation due to remediation due to a clinical rotation failure or to complete an
elective.
Students can request AHEC housing for elective/away rotations. AHEC
cannot bill students directly to students, a repayment agreement has been
created where the University will bill the AHEC housing expense directly to
the student’s account. Once AHEC housing has been secured, students must
complete the AHEC Housing Repayment Agreement form and submit it to the
Director of Clinical Affairs.
If a student requests AHEC housing and needs to cancel or modify the request,
the student must contact AHEC to request changes. Students are responsible
for all AHEC housing charges if they register for housing and do not cancel
the request if housing is not needed.
5.6.21 Other Regulations and Procedures
The study and training of each student during assignment to a training
institution shall be governed by the following regulations:
• A CUSOM-appointed, licensed physician or faculty member must
supervise students.
• Students shall assume responsibility for and perform, their assigned
duties in accordance with the training institution regulations.
• Students are not permitted to accept financial compensation or any
form of gratuity for rendering patient care.
• Students should be assigned to specific patients by their faculty
preceptor.
• H&P exams should be completed on those patients whom students will
be following on the service they are assigned. Emphasis will be placed
on the teaching and application of osteopathic principles and practice.
Palpation and structural diagnosis in the narrative form shall be an
integral part of the history and physical examination.
143
• The student, according to the rules and regulations of the training
institution, may sign H&P’s. The H&P’s performed and documented
by students must be reviewed and countersigned by the supervising
physician.
• Progress notes may be written by students only under the direct
supervision of the supervising physician and must be countersigned
within the time required by the rules and regulations of the training
institution.
• Students shall not order any examinations, tests, medications, or
procedures without consulting and obtaining the prior approval of the
supervising physician.
• Students may only write or input electronic prescription information
with preceptor approval, but the physician must sign/send all
prescriptions. The student’s name is not to appear on the prescription.
For clinical rotation sites which use electronic prescriptions, the
preceptor MUST log into the system under his/her own password and
personally sign and send the electronic prescription.
• Attendance by students is required at all conferences, discussions or
study sessions, and any other programs of an educational nature
designed specifically for students and should be documented with an
attendance record. In addition, students are encouraged to attend
lectures for interns and residents provided these do not interfere with
the student's own program.
• Students are required to participate in utilizing osteopathic
manipulative treatment when ordered and supervised by the attending
physician.
• Students shall learn and perform procedures under appropriate and
proper supervision, in those areas where the training institution
regulations permit such instruction.
• Every effort should be made to counsel and assist students having
difficulty in a particular service. Students who are particularly adept
in a specific service should be given additional opportunities to learn
at the discretion of the appropriate supervising physicians and the
Director of Medical Education in accordance with hospital or clinic
regulations.
• Students must conduct themselves in a courteous and professional
manner and shall follow the dress code of the training institution and
CUSOM at all times.
144
5.7 Clinical Rotations Health and Wellness
5.7.1 Vaccination Record
Students must complete and maintain all vaccination requirements/records as
required in the CUSOM matriculation agreement (See Section 3.16.1). Failure
to do so will jeopardize starting or ongoing participation in clinical rotations.
Students are responsible for keeping their PPDs current according to the
guidelines set forth by the CDC (within one (1) year of their last PPD) and
according to the process documented in Section 3.16.1 of this Bulletin. This
documentation pertaining to the update must be submitted to the Office of
Clinical Affairs prior to the student continuing on their rotation schedule.
Inability to participate in required clinical experiences due to
noncompliance with CUSOM vaccination policies may result in unexcused
absences leading to failure of a course, Academic Performance, Promotion
and Standards (APPS) Committee hearing, Academic Probation,
Suspension, delay in graduation, or even Dismissal from the program.
5.7.2 Health Services
CUSOM students are able to utilize the Campbell University Health Center for
confidential diagnostic, preventive and therapeutic medical services and
personal health concerns. Student Health Center office hours are published and
distributed to students at the start of each academic year and may be found
online at:
https://www.campbell.edu/health-center/
All students are required to have health insurance at the time of matriculation
and maintain health insurance coverage through graduation. Students are
required to either enroll in Campbell University’s health insurance plan
(https://www.campbell.edu/students/student-health-insurance/) or provide
proof of active health insurance coverage obtained through another company.
Students without active health insurance coverage will not be permitted to
participate in any patient care clinical activities.
For medical emergencies and after-hours health care, students are encouraged
to access appropriate care as warranted by their situation which may include
local urgent care facilities, Emergency Departments, and Emergency Medical
Services. In an emergency, students should access EMS and the 911-dispatch
system.
For students on clinical rotations away from CUSOM needing diagnostic,
preventive and therapeutic health services, assistance may be obtained anytime
by contacting the Regional Dean/DSME or the CUSOM Office of Clinical
Affairs.
145
CUSOM will assume no financial responsibility for injuries (e.g., accidental
needle sticks, burns, laceration, etc.) or medical/surgical problems incurred
either on or off a clinical rotation. For this reason, the student is required to
keep enforced a health insurance policy throughout every year in attendance at
CUSOM. Proof of insurance information is to be provided to the Office of
Clinical Affairs yearly and updated on an ongoing basis if there are any changes
in coverage.
5.7.3 Counseling Services
Confidential counseling services and mental health care, including access to a
mental health representative, are available 24-hours-a-day, seven-days-a-week
in a confidential manner through a combination of resources which includes
clinical services offered by the CUSOM Department of Behavioral Health
(CUSOM BH) under the leadership of the Departmental Chair and Clinical
Director (https://medicine.campbell.edu/behavioral-health) and StudentLinc, a
24/7/365 student assistance program offering wrap-around psychosocial
support services. All requests for information or assistance through the
StudentLinc program are free of charge and completely confidential.
Working with Academic and Student Affairs, the Associate Dean for
Behavioral Health, a licensed mental health professional, and other CUSOM
Behavioral Health clinical staff are available during normal business hours for
direct student consultation. CUSOM Behavioral Health clinical staff are also
available as a point-of-contact for after-hours issues in addition to StudentLinc
as described below.
Working with Academic and Student Affairs, the Associate Dean for
Behavioral Health, a licensed mental health professional, and other CUSOM
Behavioral Health clinical staff are available during normal business hours for
direct student consultation. CUSOM Behavioral Health clinical staff are also
available as a point-of-contact for after-hours issues in addition to StudentLinc
as described below.
CUSOM Behavioral Health clinical staff provide counseling for CUSOM
students, in-person at Leon Levine Hall or via WebEx, which is a HIPAA- and
FERPA-compliant telehealth platform. In addition to publication in the
Academic Bulletin, students are advised of the location of this service and how
to access behavioral health services during Orientation as well as periodically
throughout the year.
More information regarding Behavioral Health services may be found at:
https://medicine.campbell.edu/behavioral-health
146
Students on clinical rotations who are unable to travel to the on-campus
locations can meet with a CUSOM Department of Behavioral Health counselor
via WebEx, a secure videoconferencing system which meets HIPAA and
FERPA standards. This approach makes communication with, and counseling
for, CUSOM students on rotations much more accessible and convenient.
Students may also utilize video, phone, or web-based counseling through
StudentLinc which is available 24 hours a day, 365 days a year, to all students,
regardless of their clinical rotation site.
Counseling is encouraged for students experiencing anxiety, academic stress,
relationship problems, loneliness, depression, alcohol or substance abuse,
sexuality conflicts, test anxiety, and concerns related to medical school
adjustment. Students may self-refer or may be identified by and referred to
CUSOM Behavioral Health by others, all in a confidential manner.
For students found to have needs beyond those provided via CUSOM
Behavioral Health, confidential referrals are made to appropriate community
health providers by CUSOM Behavioral Health or StudentLinc, a 24/7/365
student assistance program offering wrap-around psychosocial support
services. All requests for information or assistance through the StudentLinc
program are free of charge and completely confidential.
Services are accessed through StudentLinc’s online web portal:
https://www.mystudentlinc.com/ or via their mobile application and
entering the password provided by the Department of Behavioral Health.
StudentLinc, Core Services include but are not limited to:
• Unlimited confidential tele-counseling with StudentLinc providers by
phone, video or web-based chat;
• Five (5) sessions at no cost with community providers for an unlimited
number of unrelated issues;
• Crisis counseling/management;
• Case management and referral to community resources;
• Financial counseling; and
• Access to online information and training repository.
Students on clinical rotations may use StudentLinc or obtain information
concerning Behavioral Health services within their local region through the
CUSOM Office of Clinical Affairs or the local Regional Dean/Director of
Student Medical Education (DSME’s) office.
Students on clinical rotations away from CUSOM needing health services are
provided with site-specific or rotation-specific guidelines for accessing health
care and assistance (for referral information) which may be obtained anytime
by contacting the Regional Dean/DSME or the CUSOM Office of Clinical
Affairs.
147
If a student is seeking an accommodation for a disability under the ADA, as
amended, they should contact the Executive Director of Student Affairs (See
Section 3.5).
For non-emergency situations Monday through Friday 9am-5pm, students
should call Campus Safety and ask for the Behavioral Health practitioner. After
5pm and on weekends and holidays, student should contact StudentLinc.
For emergency situations, students should call 9-1-1.
5.7.4 Professional Liability Insurance
All students serving on curriculum-required clinical rotations are covered by
the professional liability insurance of the Campbell University Health Center,
LLC during their third and fourth years. Certificates of Insurance are provided
to each clinical campus Student Medical Education Coordinator when
requested.
Liability insurance for third- and fourth-year students does not cover activities
which are unsupervised or performed outside the scope of practice or are not
part of a CUSOM-approved clinical rotation.
Any incidents, which may bear a medico-legal impact, occurring in the clinical
interaction with patients must be immediately reported to the clinical supervisor
on-site, the Office of Clinical Affairs, the Regional Dean/Director of Student
Medical Education (DSME), the Associate Dean for Clinical Affairs, and the
Campbell University General Counsel’s Office at PO Box 114, Buies Creek,
NC 27506, (910) 893-1217.
5.7.5 Body Fluid and Needle Stick Policy and Procedure
Incidents involving needle sticks and exposure to body fluids or potential
blood-borne pathogens require immediate action to protect students’ health and
safety. If a student sustains a needle stick or is exposed to infectious materials,
he or she should:
• Immediately wash exposure site thoroughly with soap and water (or
water only for mucous membranes).
o Wash needle stick and cuts with soap and water.
o Flush the nose, mouth, or skin with water.
o Irrigate eyes with clean water, saline, or sterile irrigating solutions.
• Immediately notify the preceptor or clinical supervisor at the
rotation site for assistance.
• Call/go to the Campbell University’s Health Center or the
occupational health clinic or area of the clinical facility designated for
treating needle stick exposures. Timely consultation concerning
appropriate tests, risk-assessment counseling, and chemoprophylaxis
decisions are critical.
148
• Proceed immediately to the Emergency Department for evaluation if
exposure has occurred after normal business hours or if for any other
reason, unable to be evaluated at one of the above locations.
• Seek immediate care for necessary lab work and post-exposure
prophylaxis if indicated.
• In the event that the rotation site has an existing exposure policy,
the student should comply with the site’s policy.
• If the rotation site is not able to assist the student, the student should
seek care at the nearest available facility to provide appropriate care
(initial lab work for HIV, HBV, HCV, and risk assessment to determine
the need for chemoprophylaxis, etc.) or students may be seen at
Campbell University’s Health Center.
• The preceptor or appropriate institutional representative should
obtain consent from the source patient for appropriate laboratory
testing (i.e. HIV, HBV, and HCV status).
In the event of an exposure, the National Clinician’s Post Exposure
Prophylaxis Hotline is available by phone, (888) 448-4911, twenty-four
hours per day, seven days per week, to provide guidance in managing
exposures.
Students should receive post-exposure prophylaxis within hours of the
exposure, rather than days, per CDC recommendations, if the status of the
source patient is deemed high risk or if there is uncertainty of the source
patient’s status.
• Post-exposure prophylaxis for HIV, when indicated, is extremely
time sensitive with best results obtained when treatment is begun
within just a few hours of exposure. Thus, immediate evaluation
following an incident is critical.
Some clinical sites will provide post-exposure care to students at no charge.
When this is not the case, students should file a claim with their personal health
insurance or Campbell University Student Health Insurance first. However,
submission of insurance information should never delay an initial
evaluation or initiation of appropriate care and/or post-exposure
prophylaxis.
Accidental infectious exposure must also be reported to A-G:
A-G Administrators LLC
PO Box 21013
Eafan, MN 55121
Policy Number: US1529251
When presenting to a clinic for post-exposure care, the student may provide the
above policy information and his or her student ID card. However, the site may
or may not accept direct payment through this plan.
149
Students may have to pay out of pocket at the time of service. Campbell
University Health Center personnel will provide further instruction on how to
complete and file your claim. If requested, mail documents to:
Campbell University Health Center
P.O. Box 565
Buies Creek, NC 27506
Although the preceptor or clinical supervisor may have contacted the CUSOM
Office of Clinical Affairs as indicated above, the student must also contact
the CUSOM Office of Clinical Affairs and complete the Incident Report
Form (available on CUSOM’s web-based evaluation system and in the
Department of Clinical Affairs) within 72 hours of the incident.
Within a maximum of seventy-two (72) hours of the exposure, the student must
report the incident and then fax a copy of the Incident Report Form to the
Campbell University Health Center, attention to “Front Desk Staff”, at (910)
893-7254.
The incident report, Exposure Reporting Form - CU Health Center, shall
contain:
• The date and time of exposure;
• Clinical site, location and unit information;
• Details of how the exposure occurred;
• Details of the type and severity of the exposure; and
• Details about the source patient (i.e. Post-exposure management,
previous vaccinations, current HIV, HBV, HCV status).
The Office of Clinical Affairs will provide a copy of the incident report to the
Campbell University Health Center. This will alert the Health Center in the
event an accident insurance claim needs to be filed.
In the event an incident report was filed at the rotation site, a copy must be sent
to the CUSOM Office of Clinical Affairs to be maintained in the student’s file.
In the event of an exposure, the National Clinician’s Post Exposure Prophylaxis
Hotline is available by phone, (888) 448-4911, twenty-four hours per day, seven
days per week, to provide guidance in managing exposures.
150
5.7.6 Infectious Diseases
While all students receive thorough training in microbiology and infectious
diseases during the first two years of the curriculum, it is important to review
the following fundamental principles.
Diseases that may be acquired in the hospital or office include, but are not
limited to:
Needle sticks, and Blood and Body Fluid Exposures
• Hepatitis B
• Hepatitis C
• HIV
Aerosol and Droplet Exposures
• Tuberculosis
• Measles
• Chickenpox
• Meningococcus
• Pertussis
• Influenza
• Rubella
• Lassa fever
• SARS CoV-2
Oral Fecal Transmission
• Salmonella
• Shigella
• Cryptosporidiosis
• Enterovirus
• Adenovirus
• Hepatitis A
Direct Inoculation
• Herpes Simplex
• Staphylococcus aureus
• Group A Streptococcus
• Keratoconjunctivitis (Simple and
Epidemic)
• Syphilis
• Scabies
Diseases students can transmit to patients or other healthcare personnel:
Respiratory Route
• Tuberculosis
• Influenza
• Measles
• Chickenpox
• Rubella
• SARS CoV-2
• Meningitis
Direct Contact
• Herpes Simplex
• Enteric Infections
• Gram-negative Bacilli
• Staphylococcus aureus
• Drug Resistant
Bacteria
• Hepatitis B
• Group A Strep
• Clostridium difficile
• Keratoconjunctivitis (Simple and
Epidemic)
151
5.7.7 Important Precautions
Wash Your Hands
1. Hands washed without scrub will not significantly reduce the numbers
resident organisms (Staphylococcus epidermidis, Corynebacterium,
Propionibacterium acnes, etc.) but is effective in removing transient
flora, such as gram-negative bacilli and Staphylococcus aureus.
Antiseptic agents, such as chlorhexidine, are probably more effective.
2. Always wash between different patients as well as between “clean”
and “dirty” sites on the same patient.
3. Always wash hands and follow strict aseptic technique before
inserting or manipulating any intravascular device or any other device,
which will enter a sterile body site.
Observe Isolation Procedures
1. Isolation procedures are based on a large body of scientific work and
detailed guidelines are provided by the CDC:
https://www.cdc.gov/infectioncontrol/guidelines/isolation/index.html
2. Each isolation category specifies whether gloves, gowns, masks,
and/or goggles are necessary when in close contact with the patient or
even entering the room.
3. Isolation is intended for appropriate patients whether they are alive
or deceased. This also includes patients and specimens derived from
patients. All specimens taken from isolated patients must be designated
as isolation specimens and placed in the appropriate protective bags or
containers. The lab must be aware a specimen is from an isolation
patient as body fluids can be hazardous when spilled, splattered, or
aerosolized in the lab.
4. There is a copy of the infection control manual and isolation category
cards in every healthcare facility.
If you are sick, don't be a vector to patients or other healthcare workers.
1. If you are ill, consult a physician.
2. Wear a mask if you have a respiratory illness or stay at home.
Remember to follow the CUSOM policy for any absences, including
those related to illness, as described elsewhere in this Bulletin.
3. Students must follow all CUSOM and facility-specific COVID-related
policies including those requiring the need to stay home, isolate, or
quarantine in the case of COVID-related symptoms, exposures, or
positive testing.
4. Practice frequent handwashing.
5. If you have a contagious disease or have been exposed to one, inform
your supervisor and the Office of Clinical Affairs immediately.
152
Use great care when handling needles or sharp instruments
1. Never attempt to recap a needle.
2. Dispose of all sharps (used or unused) only in the red plastic
containers. Know where the container is located BEFORE using
needles or sharp instruments.
3. Don't use needle cutters and don't try to bend or break needles.
4. Be careful when cleaning up after lumbar punctures, thoracentesis, bone
marrow biopsies or any other procedures in which sharps or needles were
used.
5. Don’t hide needles under drapes or packaging.
6. Occasionally while in the hospital or clinic, a student is accidentally
stuck with a needle, sharp or other potentially contaminated infectious
material. Should this occur you should immediately follow the
needle stick/exposure policy reviewed previously in this Bulletin.
7. Thoroughly clean the wound immediately.
8. Immediately inform your rotation supervisor. An incident report
should be filed per facility policies and a note made in the patient's chart.
General Blood and Body Fluid Precautions
1. Follow universal precautions for body fluid exposure at all times.
2. Use disposable, non-sterile gloves whenever you handle blood, urine,
sputum, or other potentially infectious material from any patient.
HIV/AIDS
1. Both are increasing in incidence and prevalence in the population.
2. HIV transmission has been documented due to occupational exposure
but is unusual. The risk from a needle stick is about 1 in 300, but actual
risk depends on a number of factors.
3. In prospective studies of 1000 mucous membrane or skin exposures,
there has been no documented HIV transmission.
4. No HIV transmission has been documented with casual contact nor
with fairly intimate but not sexual or parenteral exposure.
5. If you’re pregnant, or think you are, you should follow all universal
precautions. Students who are pregnant should consult with their
obstetrician for additional guidance regarding specific precautions to
take while on clinical rotations.
Vaccinations
• Students are responsible for following all CUSOM vaccination policies
(See Section 3.16.1).
• More detailed information can be found on the CDC’s website:
http://www.cdc.gov/vaccines/adults/rec-vac/hcw.html
153
5.8 Hospital / Clinical Facility Information
5.8.1 Clinical Student Preparation
All third- and fourth-year medical students have successfully completed two
years of didactic education which prepares them for clinical rotations. In
addition to passing all required course work, all students beginning clinical
rotations have completed the following:
Criminal Background Check and Substance Abuse Screen
Students have completed a background check prior to matriculating to CUSOM
and again prior to clinical rotations. A substance abuse screen is completed
before matriculation and again before the beginning of the third year. Students
may be required to submit to additional substance abuse testing at any time,
including during the clinical years depending on the clinical site protocols, and
any additional substance abuse screens will be at the student’s expense.
Vaccinations
Before starting clinical rotations, all students are required to provide a
completed medical history form and proof of vaccinations to the Campbell
University Health Center. A completed physical examination form is required
for students and is kept on file. Students must maintain compliance with all
CUSOM vaccination policies in order to complete all required supervised
clinical practice experiences.
All students must have provided proof of adequate vaccination/immunity for
the following:
1. Diphtheria, Pertussis, Tetanus
2. Measles, Mumps, Rubella
3. Varicella
4. Hepatitis B
5. Influenza (annual vaccine)
6. Tuberculosis (TB) skin test (twice given 2 weeks apart) using a two-step
tuberculin skin test or via a single Interferon-Gamma Release Assay
blood test. -- If a student has had a positive TB test, a chest x-ray report
must be received as well as an annual questionnaire.
7. COVID-19 (SARS CoV-2)
• Unless granted an exemption (See Section 3.16.1), Campbell
University and as such, CUSOM, requires all students to either show
proof of full vaccination for COVID-19 or present proof of a
negative test for COVID-19 within 48 hours of returning to campus.
8. Some clinical sites require evidence of full vaccination, which may
include one or more boosters. As such, students are required to be fully
vaccinated for those specific locations.
154
9. Non-compliance with CUSOM Vaccination Requirements may
result in the inability to participate in any clinical experiences,
including, but not limited to, standardized patient OSCEs, early
clinical experiences, and clinical rotations. This may result in
unexcused absences leading to failure of a course or clinical
rotation(s), referral to the Academic Performance, Promotion and
Standards (APPS) Committee, Academic Probation, Suspension,
delay in graduation, or even Dismissal from the program.
Annual Influenza Vaccination Requirement
For your own health and safety as well as that of the patients you serve,
all students are required to obtain an annual influenza vaccination. The
CDC cites yearly influenza vaccinations as the first step to helping
protect yourself as well as others around you from contracting the
influenza virus. For more information from the CDC on flu
vaccinations, please visit:
https://www.cdc.gov/flu/professionals/healthcareworkers.htm.
Proof of annual influenza vaccine is due to the Office of Clinical
Affairs no later than November 15 of each year.
Certifications/Trainings
All students beginning clinical rotations will have successfully completed the
following certifications/trainings prior to their clinical rotation experiences:
• Basic Life Support;
• Advanced Cardiac Life Support;
• HIPAA Training (completed annually); and
• OSHA/Blood-borne Pathogen Training (completed annually).
5.8.2 Credentialing of Medical Students at Affiliated Sites
CUSOM works with each affiliated healthcare site to ensure proper
credentialing of all medical students is completed prior to the start of the
students’ scheduled clinical rotations. Credentialing ensures CUSOM assists
its affiliated sites in providing the best possible clinical rotation experiences for
CUSOM medical students while assisting them in maintaining the highest
quality care and safety for their patients and hospital staff.
All CUSOM affiliated healthcare sites receive up-to-date and accurate personal
information for all CUSOM medical students participating in clinical rotations
at their facilities. This credentialing information ensures all CUSOM medical
students are granted proper access to the facility’s physician’s portal (per
facility policies), teaching faculty, clinical areas, dining facilities, medical
155
library, physician’s lounge, and employee parking (list may vary depending on
site). CUSOM has designated affiliated site liaisons who work with the site’s
Office of Staff Development or Human Resources department, Public Safety
department, and Information Technology department to obtain required
credentialing forms as well as create a streamlined process for student
credentialing.
Some of the CUSOM student personal information used for credentialing may
include, but is not limited to:
• Student clerkship application;
• Letter of Good Standing;
• Up-to-date Vaccination Records (to include PPD, Varicella Titer,
COVID-19, and flu shot during flu season);
• Substance Abuse Screening Results;
• Criminal Background Check Results;
• Proof of BLS Certification;
• Proof of ACLS Certification; and
• Student photograph.
It is the policy of most of CUSOM’s affiliated healthcare sites that all CUSOM-
generated paperwork (vaccination records, substance abuse screen panel
results, criminal background check results, proof of BLS & ACLS) required for
credentialing is kept on file in CUSOM’s Office of Clinical Affairs. In all cases,
CUSOM is able to provide this paperwork upon the affiliated site’s request.
5.8.3 Personal Health Insurance
All CUSOM medical students are required to maintain health insurance
coverage through graduation. All students must either provide proof of health
insurance or purchase the health insurance available through the University.
Proof of insurance must be provided to the Office of Clinical Affairs on a yearly
basis with ongoing updates for any change in coverage. Any medical costs
incurred by students while in training, including those as a result of needle
sticks or exposure to infectious diseases or materials, are the responsibility of
the student and his/her health insurance carrier.
5.8.4 Hospital Training Program Structure
Students will be assigned to a patient care team comprised of physicians and
residents or interns. This structure will provide all participants with clearly
delineated responsibilities for meeting educational objectives.
During their third year, all students will complete at least one clinical rotation
under the supervision of an osteopathic physician and at least two rotations
which include an inpatient experience.
156
Prior to their fourth-year clinical rotations, all students will work with a resident
physician(s) currently enrolled in an accredited program of graduate medical
education.
5.8.5 Administrative Functions
The hospital/training site, in concert with the CUSOM Office of Clinical
Affairs, will specifically define the degree of student participation in its own
institution. Standards for medical students should be consistent regardless of
their school of origin. CUSOM and each participating hospital will identify the
personnel involved in teaching programs, including administrative personnel.
Program coordination will be through the CUSOM Office of Clinical Affairs
and the Associate Dean for Clinical Affairs. Program content, structure, and
evaluation will be the responsibility of the appropriate departments of the
hospital and approved by CUSOM. Any difficulties in the program should be
immediately communicated to the CUSOM Office of Clinical Affairs.
5.8.6 Orientation
At the start of clinical rotations, students will receive a hospital/clinical site
orientation and complete all administrative requirements, including obtaining a
name badge and computer password, completing any necessary paperwork,
EMR training, and additional site-specific HIPAA training, if needed.
At the beginning of the clinical rotation, it is recommended the preceptor and
student meet to formulate mutual goals in regard to what they hope to achieve
during the rotation. The preceptor should communicate his/her expectations of
the student during the rotation. These may include topics such as:
• Clinical hours;
• Interactions with office and professional staff;
• General attendance;
• Call schedules;
• Overnight/weekend schedules;
• Participation during rounds and conferences;
• Expectations for clinical care, patient interaction, and procedures;
• Oral presentations;
• Written documentation – electronic medical records (EMR) and
handwritten notes;
• Assignments and write-ups; and
• Any additional duties necessary for learning purposes.
Students will comply with all requirements related to patient care as established
by the hospital/training site.
The student’s orientation should also include a review of the physical plant.
This may include, but is not limited to patient rooms, nursing stations,
Emergency Department, ancillary services facilities (radiology, laboratory,
etc.), rest rooms, lounges, cafeteria or coffee shop, and library.
157
5.8.7 Student Requirements
The specific objectives are defined for core rotations in the rotation syllabi. The
following must be submitted to the Department of Clinical Affairs for a student
to receive credit for the rotation:
• Student performance evaluation (i.e., the Preceptor Evaluation of
Student form);
• Clinical experience database (i.e., Patient Logs); and
• Site evaluation (i.e., the Student Evaluation of Site form and the
Student Evaluation of Preceptor form).
Additional requirements may be incorporated into specific rotations. The
student will attend educational lectures and seminars offered at the
hospital/training site. Students will be evaluated by each of the responsible
individuals on the teaching service through periodic oral evaluation and
observation of performance. Clinical faculty preceptors on the teaching service
will complete a specific evaluation form provided by CUSOM for evaluation
of student performance based on the AACOM core competencies. Students
will also be evaluated on core rotations by computer-based testing at the end of
the rotation.
5.8.8 Informed Patient Consent Regarding Student Involvement in Patient Care
Patients are essential partners in this educational endeavor. Efforts must be
made to observe strict confidentiality, respect patient privacy and dignity, and
honor their preferences regarding treatment. Patients must be informed a
student will participate in their care, and the patient’s consent must be obtained.
This may be done through standardized forms at admission/ check-in or on a
person-by-person basis. The students must be clearly identified as a student,
wear their name badge, and verbally identify as such. If the patient requests a
physician and refuses the student’s services or participation in their care, this
request must be honored. Patients must know they will see their regular
provider, and they should have an explicit opportunity to decline student
involvement.
5.8.9 Medical Records / Charting
The responsibility given to students for medical records varies among facilities.
Some sites allow students to write full progress notes and orders directly into
the patient's chart. When this is allowed, notes must be immediately co-signed
by the supervising physician, and the physician must follow with his or her own
note. At no time do student notes serve as the physician preceptor’s notes.
Billing must be directly related to the services provided and documented by the
physician.
158
Some hospitals/clinics have separate pages in charts set aside for "Student
Progress Notes". These should also be reviewed and co-signed by the attending
physician. Policies may vary at different clinical sites; students are required to
follow established policy at the training site. Notes are usually written in the
SOAP format. If dictation or computerized entry is allowed by students at a
particular hospital or clinic, the resulting notes must also be reviewed and
approved by the attending physician. The student is responsible for obtaining
charting instructions from the preceptor or rotation coordinator.
The introduction of electronic medical records (EMRs) presents obstacles for
students if they lack a password or are not fully trained in the use of a particular
institution’s EMR system. In these cases, students are encouraged, if permitted
by facility policy, to hand write notes, which should be reviewed by preceptors
whenever possible for feedback. Hand-written notes must be maintained
according to HIPPA principles and must be handled and or disposed of in a way
that maintains strict patient confidentiality and conforms to the specific
institution’s policies.
5.8.10 Supervision of the Student
During a student’s time at the clinic or hospital, the preceptor must be available
for supervision, consultation, and teaching or clearly designate an alternate
CUSOM-appointed preceptor. Having more than one clinical preceptor has
both the potential to disrupt continuity for the student and the advantage of
exposing them to valuable variations in practice style, which can help learners
develop the professional approach that best fits them.
Students may also be given an assignment or be directed to spend time with
ancillary staff (x- ray, lab, physical therapy, etc.) as these experiences can also
be very valuable. The preceptor should be aware of the student’s assigned
activities at all times.
Students are not employees of the hospitals or clinics and, therefore, work
entirely under the preceptor’s supervision. On each rotation, it is the student’s
responsibility to ensure the supervising physician or preceptor also sees all of
the student’s patients. The preceptor must provide direct supervision of
technical skills and may allow for increased autonomy in accordance with the
student’s demonstrated level of expertise.
While many CUSOM students have relatives who are physicians and may have
been inspired by those family members to pursue osteopathic medicine,
students may not complete rotations with a family member as the clinical
faculty preceptor of record. This includes family members related by marriage
or in-laws.
159
Any student working with a clinical preceptor with whom they have a previous
or ongoing therapeutic relationship should contact the Associate Dean for
Clinical Affairs at the beginning of the rotation so he/she may identify an
alternative clinical practice or service for the student’s rotation, or in cases when
that is not feasible, identify another preceptor on the rotation to complete the
end of rotation evaluation.
5.9 Graduate Medical Education
CUSOM strives to develop and support a sufficient number of residency training
positions to support the needs of our graduates and our ability to meet our Mission,
reflect our values, and achieve our goals. The Associate Dean for Postgraduate Affairs
is responsible for facilitating residency program development and assisting with the
strategies for placement of CUSOM graduates into graduate medical education
programs. Regional Deans, who supervise third- and fourth-year student rotations at
their site, also assist in the development and maintenance of residency training
programs. CUSOM’s goal is to develop the same or greater number of GME positions
as our number of graduates. The CUSOM GME programs provide graduating students
postgraduate training opportunities and help meet the need for future physicians to care
for the rural and underserved populations in North Carolina, the Southeastern United
States, and the nation.
160
6. Academic Policies and Procedures
6.1 Advising and Tutoring
6.1.1 Advising and Faculty Access
CUSOM believes strong academic counseling should provide students with
excellent longitudinal guidance and support starting during the pre-
matriculation phase and continuing through graduation. CUSOM’s
comprehensive academic counseling process includes a series of academic
transition support activities, mentorship from assigned academic advisors,
licensing exam and residency preparation, training and allocation of peer-tutors,
as well as individual and group learning enrichment workshops through its
Academic Center of Excellence (CUSOM ACE). Additionally, CUSOM’s
Clinical Faculty Chairs serve a critical role in advising students as they advance
towards graduate medical education and the residency selection process.
6.1.2 Organizational Structure of the Academic Center of Excellence (ACE)
CUSOM ACE, under the directorship of the two Assistant Deans for Academic
Success and the support of an Administrative Assistant, is responsible for the
overall success of CUSOM students. CUSOM ACE manages academic support
programs and learning services including, but not limited to peer-tutoring
program, study skill development workshops, behavioral counseling, individual
academic coaching, faculty advising support, and an on-line student forum.
CUSOM ACE also hosts a collection of learning and licensing exam
preparation resources accessible to the CUSOM community through its
computers and library. The CUSOM ACE Blackboard community and
Facebook group pages provide additional platforms for disseminating
information as well as promoting collaborative academic interactions.
6.1.3 Academic Transition Activities
CUSOM ACE is responsible for designing and leading activities and programs
designed to assist matriculating students to develop study skills and techniques
in achieving academic success. Two weeks prior to Orientation of the new
incoming class, ACE distributes a pre-matriculation reading assignment on the
topic of “The Science and Strategies for Successful Learning and Study.” This
material, prepared by CUSOM ACE, is a collection of highlights and excerpts
from the literature pertaining to critical skills essential for academic success in
a high-volume, high-paced learning environment. This material provides
students with foundational knowledge in areas such as growth mindset, learning
styles, metacognition, spaced practice, interleaving learning, etc., which is then
expanded upon during Orientation. During Block 1, two study skills workshops
are offered to further explore these topics with special discussion on test-taking
skills, and exam autopsy for refining study skills. This series catalyzes
161
students’ academic transition process, helps alleviate transition-related
stressors, and promotes student success. Additional academic skills workshops
are also offered at the beginning of Block 2 and Block 5 with emphases on
transitioning to specific phases of the curriculum.
6.1.4 Long-term, Consistent Mentorship from Academic Advisors
The academic Advisor-Advisee relationship is one of an institutional
representative providing insight or direction to a student about academic,
professional, scholarly, and career planning issues. The nature of this direction
may be to inform, suggest, counsel, discipline, coach, mentor, or even teach.
The CUSOM advising process ensures both biomedical science and clinical
faculty are involved in student advising and establishing relationships which
create an atmosphere of trust and meaningful dialogue. The Advisor-Advisee
relationship will ensure consistent feedback regarding academic performance
and direct the student to additional resources within the institution as needed.
All advisors play an important role in identifying students experiencing
academic, personal, or behavioral health problems and providing them with
referrals to CUSOM’s Office of Student Affairs, ACE for individual study skill
coaching, or to Behavioral Health Services for assessment and appropriate
treatment.
The Executive Director of Student Affairs assigns academic advisors, with
input and approval from the Associate Dean for Biomedical Affairs, to each
incoming CUSOM student. Such mentorship is typically carried out through
both mandatory group and individual meetings. In the first two years, this is
facilitated through designated time on the academic calendar for the advisors to
meet with their advisees. The frequency of meetings between students and their
advisors during years 1 and 2 is as follows:
• During Blocks 1 and 2 of Year 1, students meet with their academic
advisors at least once individually, and once in a group setting each
Block (4 meetings total). The focus of these meetings is to provide
academic support to the students during this transitional period, serve as
an opportunity to answer questions, identify student concerns or
difficulties, and provide students information regarding helpful CUSOM
resources and support services.
• During Blocks 3-5, students are required to meet with their advisors at
least once each Block in a group setting. Additional individual meetings
are arranged based on student need.
In addition to their role as specifically assigned academic advisors, faculty also
meet with non-assigned students to provide additional help with course work.
Faculty offer office hours individually and are available to students for any
additional assistance. Many faculty members host additional virtual office
hours, via Zoom or WebEx, to provide students with additional flexibility and
162
opportunities to receive help. Scheduling may be done either directly with
faculty, or through the appropriate administrative assistant.
By matriculating at CUSOM, students agree that their grades will be shared
with their faculty advisors in an effort to facilitate effective advising.
6.1.5 Licensing Exam and Residency Preparation Support
To help guide CUSOM students in preparation and planning for national
licensing exams through the National Board of Osteopathic Medical Examiners
(NBOME) and the National Board of Medical Examiners (NBME), the
CUSOM Vice Dean for Academic Affairs, and the Executive Director of
Assessment, Accreditation, and Medical Education provide presentations to
MS-1 and MS-2 students, and also offer individualized advisement. These
sessions and meetings offer insights, data, and guidance for studying and
scheduling COMLEX-USA Level 1 exams.
As students enter third year, additional advising relationships are developed to
support clinical rotation needs and residency specialty selection and application
processes. Students are provided a list of clinical advisors/mentors identified
by their areas of clinical expertise and may choose additional mentors according
to their interest in a specific clinical discipline. Clinical advisors provide
guidance to the students with a focus on the clinical path they are interested in
pursuing. CUSOM Clinical Department Chairs provide guidance regarding
clinical rotations, addressing any issues with rotation performance, and meeting
curricular requirements. The Clinical Department Chairs also provide support
to students applying to residency programs in their specific or related fields by
meeting with students to offer advice on residency planning, GME readiness
and competitiveness, and providing letters of recommendations for student
residency applications.
Rising fourth-year students participate in CUSOM’s annual Residency Fair,
designed to help students narrow down their specialty selection and to prepare
for the process of applying to residency programs. The event offers a
presentation on criteria to consider when selecting a specialty as well as a panel
discussion including residency program directors, current residents from
Campbell co-sponsored postgraduate training programs, and fourth-year
students in the application process. Participating students can attend breakout
sessions for two different specialties, presented by that discipline’s Chair,
where they are provided information regarding the specialty (training, job
opportunities/outlook, lifestyle etc.), evaluation of their competitiveness to that
specialty, and advice for that specialty’s application process. Students also have
the chance to talk to Program Directors and staff from residency programs
directly.
163
In the first month of their fourth year, all CUSOM medical students complete
the Residency Development course which includes an on-campus multi-station
Objective Structured Clinical Exam (OSCE). This multi-station OSCE, also
called the Physical Exam-Qualifying Exam (PE-QE), requires students to
successfully demonstrate the fundamental clinical skills and physician-related
competency domains required for graduation, entrance into supervised graduate
medical education programs, and the provision of safe osteopathic medical care
of patients.
In addition, this course provides a series of lectures designed to prepare students
for the residency application process with topics including specialty selection,
CUSOM advising and resources, applying for residency programs, ERAS,
residency program interviews, the Match and strategies for success, the SOAP
process, and expectations for resident performance when entering residency.
Students are provided match reports from the NRMP, information related to the
single accreditation system for graduate medical education, resources available
through AACOM and the AAMC, curriculum vitae templates and writing
support, and a residency application FAQ resource developed by CUSOM.
Fourth-year students also participate in mock residency interviews during
which they receive immediate feedback on their performance and specific
advice regarding targeted areas for improvement in their interviewing skills.
In addition to individual meetings with Clinical Chairs, the annual residency
fair, and the Residency Development course, students have advising
opportunities with CUSOM faculty during the Call Back Fridays of their third
and fourth years. Call Back Fridays are the last Friday of core clinical rotations
when students are required to return to CUSOM to participate in end-of-rotation
exams, didactic presentations, Osteopathic Principles & Practices sessions,
professional seminars, and clinical faculty advising sessions.
6.1.6 Enrichment and Intervention Support from the Academic Center of
Excellence (ACE)
Through collaboration with the Department of Behavioral Health, CUSOM
ACE assists students, directly and indirectly, to achieve academic excellence.
The two Assistant Deans for Academic Success lead CUSOM ACE and provide
counseling services for study skills, time management, test-taking skills, etc.
directly to students in group settings or during one-on-one meetings. Individual
meetings are scheduled based on need or according to the recommendation of
Academic Performance, Promotion, and Standards (APPS) Committee or the
Dean’s office. Students who receive a grade of 75% or less on any integrated
exam are encouraged to contact their academic advisors or CUSOM ACE for
an individual meeting. Meeting frequency is tailored to individual student
needs based on academic performance, student requests, recommendations of
the ACE, faculty advisors, or the APPS Committee. Students who desire
164
individual advising sessions can schedule additional meetings with their
academic advisor or ACE at any time, regardless of their academic
performance. Students placed on Academic Probation by the APPS Committee
may be required to maintain regular communication with the ACE Co-
director(s), who monitor the students’ academic progress closely throughout
their probation period. Recommendation to seek additional support from
Behavioral Health when necessary is also an integral part of this process.
To maximize the effectiveness of faculty academic advisors, CUSOM ACE
also organizes and participates in faculty development sessions to facilitate
discussion, share best practices, and offer useful tools for mentoring students.
Beyond fostering MS-1 and MS-2 students’ academic success within the
CUSOM curriculum, CUSOM ACE also provides guidance and helpful
resources for licensing exam preparation. Computers available through
CUSOM ACE provide students protected, full access to many common Board
study programs and question banks. CUSOM ACE also has a private Facebook
page, utilizing social media to deliver up-to-date information relevant to
academic success to the CUSOM student community.
6.1.7 CUSOM Peer-Tutor Program
CUSOM ACE develops and manages additional academic support services
through the CUSOM Peer-Tutor program. The CUSOM Peer-Tutor program
is designed to assist students requesting tutoring service to not only gain more
proficiency in subject-specific materials but also become more efficient and
effective independent learners across a broad range of courses. Peer tutoring is
intended to enhance, not replace lecture attendance and personal study time.
Tutors also act as facilitators for student learning, assisting with clarification of
lecture and lab objectives, discussions, readings, or other assignments.
CUSOM ACE identifies, trains, and appoints course-specific tutors.
To become a certified tutor, students must meet the minimal academic
requirements (ranking the top 20% of a specific course and maintaining a
cumulative GPA ≥ 3.3), and complete a Tutor Training Workshop provided by
the ACE. CUSOM MS-1 and MS-2 students who wish to receive peer-tutoring
support place their requests by logging onto the Blackboard Class Community
and completing a request form provided via a Wufoo link. The Academic
Center for Excellence (ACE) will identify available certified peer-tutors who
will then contact the tutees directly to arrange session(s) on a short- or long-
term basis. The goal of tutoring sessions is to clarify and review concepts,
explain processes, and assist in problem-solving. The interactions between
tutor and tutee are required to adhere to the rules of academic professionalism,
confidentiality, and honesty according to the CUSOM Honor Code. The most
updated CUSOM Peer-Tutor Program manual is published on the ACE
Community page on Blackboard.
165
As a student-centered institution, all CUSOM faculty and administrators are
accessible to students when needed and based on availability. Administrative
leadership also strives to conduct informal meetings with students on a regular
basis. In summary, academic advisors, CUSOM Behavioral Health, the
Academic Center for Excellence, faculty, Deans, and staff are available to assist
students with personal and academic problems that may arise throughout the
four years of medical school, and provide guidance and/or referrals to other
resources as necessary.
6.1.8 Academic Freedom Policy
Faculty are entitled to full freedom in research and in the publication of the
results, subject to the adequate performance of their other academic duties; but
research for pecuniary return must be based upon an understanding with the
authorities of the institution in advance of the acceptance of employment.
Faculty are entitled to freedom in the classroom in discussing their subject, but
they should be careful not to introduce into their teaching controversial matter
which has no relation to the subject. Limitations of academic freedom because
of religious or other aims of the institution should be clearly stated in writing at
the time of the appointment.
The University faculty member is a citizen and a member of a learned
profession. Their primary loyalty is to their institution, their profession, and
their growth and development as a scholar, a person, and a teacher.
A faculty member possesses the right, as a citizen, to speak and write, subject
to special obligations arising from their position as an employee of the
University; to be accurate, to exercise proper restraint, to show respect for the
opinions of others, and to make every effort to indicate that in their role as a
citizen they are not an institutional spokesperson. Moreover, they should allow
for the fact that many members of the general public will find it difficult to
disassociate their utterances as a citizen from their institutional identification.
They should not use official university stationery, logos, watermarks or their
institutional title in issuing public statements which they make purely in their
role as a citizen.
Students and faculty may not represent themselves verbally, in print, or
electronically (including use of Campbell University or CUSOM logos, titles,
letterhead, or stationery) as representing Campbell University or CUSOM
without the express written permission of the Dean. Failure to comply may
result in disciplinary action, up to and including dismissal.
166
6.2 Assessment
6.2.1 Global Assessment
Throughout the CUSOM curriculum, examinations and other assessments are
administered to assess student knowledge, performance, and attainment of the
Doctor of Osteopathic Medicine program’s educational objectives. Students
are assessed to gauge satisfactory individual academic progress based on
performance on written and practical examinations, Objective Structured
Clinical Examinations (OSCEs), in the clinical setting, and performance on
national osteopathic licensing examinations.
The Office of Academic Affairs (including the Registrar), Office of Biomedical
Affairs, Office of Clinical Affairs, and the Office of the Dean, work
collaboratively with the Academic Performance, Promotion, and Standards
Committee (APPS) Committee to determine each individual student’s
eligibility for promotion or graduation, consider the results of the student
assessments and reports concerning attendance, and monitor conduct and
potential professionalism issues. Students who fail to make satisfactory
academic progress are addressed through the processes described in this
Academic Bulletin. For example, under certain circumstances, students may be
brought before the Academic Performance, Promotion, and Standards (APPS)
Committee for academic review or disciplinary action, with recommendations
made to the Dean for final adjudication.
Program outcome objectives have been mapped to the AACOM Core
Competencies and the courses in which they are covered, and evaluation
strategies are utilized to ensure that all CUSOM graduates achieve the intended
learning outcomes. The CUSOM Comprehensive Assessment Plan
summarizes additional methods and metrics which are tracked for continual
program evaluation and improvement. Assessment of knowledge is conducted
by multiple-choice examinations and quizzes administered at scheduled
intervals. Laboratory, including anatomy, OMM, clinical skills, simulation and
OSCE assessments are in written or verbal exam format. Assessment of
performance on clinical rotations is by end-of-rotation examinations, preceptor
evaluations and related methods.
Assessment of performance compared to national cohorts occurs through the
end-of-rotation COMAT exam and the Comprehensive Osteopathic Medical
Licensing Examinations (COMLEX-USA Levels 1, 2-CE, 2-PE and 3).
In order to successfully complete the Doctor of Osteopathic Medicine Program,
students must meet all programmatic educational objectives which includes
successful demonstration of the fundamental knowledge, clinical skills,
behaviors, attitudes, and physician-related competency domains required for
graduation, entrance into supervised graduate medical education programs, and
the provision of safe osteopathic medical care of patients.
167
6.2.2 Faculty Recusal from Assigning Student Grades
Any CUSOM faculty member who is a healthcare professional with a previous
or ongoing therapeutic relationship with a CUSOM student, in any CUSOM
program, must recuse themselves from all activities involving the summative
assessment, grading, and promotion of that student.
For the purposes of this policy, a “therapeutic relationship” occurs when a
licensed clinician assumes the responsibility for the evaluation, diagnosis, or
management of a student’s medical or behavioral health condition.
Recusal Policy
If a CUSOM faculty member is a health professional with a previous or
ongoing therapeutic relationship with a CUSOM student in any CUSOM
program, they must recuse themselves as described below.
Committee Meetings
In the case of committee meetings, including, but not limited to, the
Academic Performance, Progress and Standards (APPS) Committee,
the committee Chair (or designee) will call for a declaration of any
conflict of interest from committee members prior to student case
discussions. Any committee member(s) identifying a potential conflict
will be required to recuse themselves from both the discussion phase of
the meeting as well as the decision-making process for matters in which
a potential conflict exists.
This policy also applies to any faculty member on the Admissions
Committee or Endowed and Annual Scholarship Committee involved
in the discussion of an applicant with whom the faculty member has a
previous or ongoing therapeutic relationship. In such a case, the faculty
member must recuse themselves from any discussion or vote regarding
the student’s candidacy or admission decisions.
Summative Skills Assessments
In cases of summative skills assessments including, but not limited to,
OMM, clinical skills, simulation, and OSCE evaluations, faculty
graders with conflicts of interest must recuse themselves from the
assessment and grading process.
Any faculty member assigned to assess or grade the performance of a
current CUSOM student with whom they have a previous or ongoing
established therapeutic relationship must identify the conflict of interest
to the Course Director. The Course Director will either assign the
student assessment and/or grading to a different faculty member or
perform it themselves.
168
If the Course Director also has a potential conflict, then the Block
Leader(s) will perform the assessment (or designate another qualified
faculty member) and assign the grade.
Final Course Grades: Blocks 1-8
During all first- and second-year courses in preclinical Blocks 1-8, a
Course Director who has a previous or ongoing therapeutic relationship
with a CUSOM student is prohibited from making any decisions
regarding final course grade determinations for that student. In these
cases, the Course Director must report the potential conflict of interest
to the Block Leader(s) who will then assign the Co-Course Director to
make the student’s summative assessment or final grade determination.
In cases in which there is no Co-Course Director, the Block Leader(s)
will assume these responsibilities.
Activities Not Prohibited by This Policy
CUSOM faculty who have previous or ongoing therapeutic
relationships with a CUSOM student are permitted to provide student
instruction through lectures, small group sessions, clinical skills
instruction, or OMM table training. In addition, they may provide
academic advising or letters of recommendation at the student’s request.
Clinical Rotation Evaluations and Grades
During third- and fourth-year clinical rotations, supervising faculty
preceptors who have an established therapeutic relationship with a
current CUSOM student are not permitted to determine the end-of-
rotation evaluation for that student. If a preceptor is assigned to
supervise such a student for a clinical rotation, they should immediately
notify the Regional Dean or Director of Student Medical Education
(DSME) in the case of a Clinical Campus without a Regional Dean. The
Regional Dean or DSME, in consultation with the Associate Dean for
Clinical Affairs, may identify an alternative clinical practice or service
for the student’s rotation, or in cases when that is not feasible, identify
another preceptor on the rotation to complete the end-of-rotation
evaluation.
Policy Implementation
Adherence
All faculty are notified of this policy and, by signing an
acknowledgement, they have read and accept the policies and
procedures delineated in the CUSOM Academic Bulletin and Faculty
Handbook and are attesting to agreement with abiding by this policy.
169
Each faculty member is expected to acknowledge his/her review of the
Faculty Handbook annually. New faculty will acknowledge reviewing
the Faculty Handbook upon signing their contract, and thereafter review
on an annual basis as cited previously. As noted above, this policy will
be reviewed at the beginning of any committee meeting regarding
student academic performance in which a conflict of interest may exist.
Reminders of the policy are also made at one or more scheduled Faculty
and Staff Meetings annually. The CUSOM Professional Development
Program also includes discussions related to this topic.
Assessment of Compliance
In compliance with the COCA standards, any health professional with a
CUSOM faculty appointment who provides health services to a
CUSOM student through a patient relationship must recuse him/herself
from the academic assessment or promotion of the student receiving
those services. A faculty member providing a therapeutic relationship
is not responsible for assigning grades for medical students.
In the pre-clinical curriculum, the Office of Assessment, Accreditation,
and Medical Education manages the assessment process and recording
of grades in all courses. In the CUSOM model, one of the Course
Directors serves as the instructor of record and is responsible for the
assigning of grades for their particular course. In this capacity, the
Acting Assistant Dean for Academic Affairs asks each Course Director
during every Block if they have a therapeutic relationship with any of
the students. If the Course Director identifies any conflicts, then
feedback would be provided to the Vice Dean and in that instance a Co-
Course Director or other designee appointed by the Vice Dean or Dean
would be appointed to assign the grades and act as the instructor of
record.
In the clinical curriculum, the appropriate Clinical Chair or the
Associate Dean for Clinical Affairs acts as the instructor of record. In
a case similar to described above for the situation when a Clinical Chair
is asked and determined to be acting in a therapeutic relationship with a
student, the Associate Dean for Clinical Affairs would act as the
instructor of record to assign a grade for that student.
If a circumstance does arise in which a student identifies a clinical preceptor or
faculty member providing summative course grading or skills assessments
(including, but not limited to, OMM, clinical skills, simulation, and OSCE), or
with whom they have a previous or ongoing therapeutic relationship, they
should immediately contact the Course Director (for 1
st
and 2
nd
year courses) or
Associate Dean for Clinical Affairs (for 3
rd
or 4
th
year rotations).
170
6.2.3 Credits, Grading, and Grade Point Average (GPA) Credit Assignment Process
The Office of Academic Affairs is charged with ensuring the appropriateness
of credit assignments within the CUSOM curriculum. Corresponding credits
are assigned to all courses in the curriculum, including clinical rotations, based
on contact hours.
Credit assignments are reviewed as described below, and the credit assignments
are consistent with the definition of a credit hour as provided in the glossary of
the Accreditation of Colleges of Osteopathic Medicine: COM Standards and
Procedures:
http://www.osteopathic.org/inside-aoa/accreditation/COM-
accreditation/Documents/com-continuing-accreditation-standards.pdf
The CUSOM Initial Review Committee (IRC, a subcommittee of the CUSOM
Dean’s Council), the CUSOM Curriculum Committee, and the Campbell
University Curriculum Council (UCC) have reviewed the credit assignment
process and CUSOM curriculum as part of the institutional accreditation
process.
Campbell University is accredited by the Southern Association of Colleges and
Schools Commission on Colleges (SACSCOC) to award associate,
baccalaureate, master, and doctorate degrees. Contact the Southern Association
of Colleges and Schools Commission on Colleges at 1866 Southern Lane,
Decatur, Georgia 30033-4097 or call (404) 679-4500 for questions about the
accreditation of Campbell University.
Campbell University was awarded Level VI accreditation by the SACSCOC on
May 29, 2013, at which time SACSCOC approved the Doctor of Osteopathic
Medicine (DO) degree program of CUSOM. The SACSCOC approval reads:
“The Board of Trustees of the Southern Association of Colleges and
Schools Commission on Colleges reviewed the materials seeking
approval of the Doctor of Osteopathic Medicine degree program.
It was the decision of the Board to approve the program and
include it in the scope of the current accreditation and to advance
the institution to Level VI.”
Campbell University is one of only five private universities in North Carolina
to be awarded Level VI accreditation status by SACSCOC.
171
6.2.3.1 CUSOM Credit Calculation
The CUSOM curriculum utilizes a process by which course grades are
determined per Block of study with a designated number of weeks per
Block. For the first two years of the curriculum, there are eight Blocks
of study ranging from nine (9) weeks to eleven (11) weeks duration.
For the third and fourth years, clinical rotations represent four-week
(4) Blocks of time. Some clinical rotations may be divided into
shorter time intervals, such as two (2) weeks, as approved by the
Associate Dean for Clinical Affairs.
CUSOM assigns grades to all credit-bearing courses, and credits for
each course are determined based on contact hours utilizing 0.5 credit
increments. A minimum number of contact hours per credit is
delineated, and a course with contact hours not reaching the
requirement for the next higher credit value is reported at the next
lower credit value. For example, a 1.0 credit course requires 16
contact hours so a course of 10 contact hours would be assigned a
value of 0.5 credit, not 1.0 credit. This credit hour calculation is
consistent with US Department of Education standards.
6.2.3.2 Credit Review Process
CUSOM assigns the amount of credit awarded for student work, and
the criteria utilized in this process conform to commonly accepted
practices of higher education. CUSOM awards credits to course
offerings based on delivery method and duration, utilizing standards
endorsed by the American Association of Collegiate Registrars and
Admission Officers (AACRAO), as well as the minimum Federal
Financial Aid regulations.
Review of the curriculum, including credits, is through the CUSOM
Curriculum Committee, as well as the Campbell University
Curriculum Council (UCC), as necessary.
To ensure appropriateness and consistency, CUSOM reviews credit
assignments for the curriculum periodically as part of the curricular
design review process. The process includes, but is not limited to,
review of current standards of higher education, precedent established
by other Colleges/Schools of Osteopathic Medicine, and consistency
with the CUSOM Mission.
The records of review of the credit assignment as part of the overall
curriculum review are maintained in the Office of Academic Affairs.
172
All proposed curricular changes, including minor and substantive
changes, are brought to the Initial Review Committee (IRC), a subset
of the Dean’s Council, and the full Curriculum Committee for review,
consideration, discussion and approval. Minor changes include such
matters as the addition/elimination of a course, modifications to an
existing course, or minor changes to existing program requirements.
Substantive changes are those that involve extensive new patterns of
requirements for existing students, or those that have a significant
impact on other programs within the University.
For proposed non-substantive curricular changes in years 1 and 2, with
minimal impact on other programs or on student requirements,
approval is required first through the Block Leaders and Course
Directors, in consultation with the Assistant Dean for Curriculum,
Associate Dean for Biomedical Affairs, Associate Dean for Clinical
Integration, or the Vice Dean for Academic Affairs as necessary, the
IRC, and finally by the Curriculum Committee.
For proposed non-substantive curricular changes in years 3 and 4, with
minimal impact on other programs or on student requirements,
approval is required first through the Clinical Department Chairs, in
consultation with the Associate Dean for Clinical Affairs, Associate
Dean for Clinical Integration, or the Vice Dean for Academic Affairs
as necessary, the IRC, and finally by the Curriculum Committee.
Upon approval at all levels, the proposed changes are then presented
to the Dean for review and final approval.
Any proposed substantive changes, as defined by the Commission on
Osteopathic College Accreditation (COCA), would follow procedures
and deadlines as outlined in the COCA Accreditation of Colleges of
Osteopathic Medicine Accreditation Standards and Procedures
document:
• The COCA must be notified of all substantive change
requests, which the College of Osteopathic Medicine (COM)
wishes to have reviewed at the next regularly scheduled meeting.
• Application must be reviewed by the COCA at a meeting held
at least 120 days prior to when the anticipated change would
become effective.
• Application materials must be submitted at least 60 days prior to
the COCA meeting where the substantive change request will be
reviewed.
• Documentation required for the substantive change submission
would be submitted as required.
• COCA Substantive Change Policies and Procedures effective
for reviews submitted on or after August 1, 2021 are found at:
173
https://osteopathic.org/wp-content/uploads/COCA-2020-
Substantive-Change-Policies-Effective-Aug-1-2021-rev.-6-
2021.pdf
The Southern Association of Colleges and Schools Commission on
Colleges (SACSCOC) is the regional body for the accreditation of
degree-granting higher education institutions in the Southern states.
As such, any proposed CUSOM substantive changes also would be
reported to SACSCOC per their requirements and in a timely manner.
6.2.3.3 Grading
CUSOM has developed and publicized a grading system, in keeping
with the CUSOM Mission, to assess the progress of each student
toward meeting programmatic educational objectives and acquiring
the competencies essential for effective performance as an osteopathic
physician.
Throughout all four years of the CUSOM curriculum, students must
complete all required coursework and clinical rotations with passing
grades as published in this Academic Bulletin. Students who fail any
part of the curriculum will be referred to the Academic Performance,
Promotion and Standards (APPS) Committee for review (See Section
6.7).
Additionally, CUSOM maintains longitudinal records marking the
career tracks, choices, and achievements of graduates in a
comprehensive assessment system.
This assessment includes: COMLEX-USA Level 1, COMLEX-USA
Level 2-CE, COMLEX-USA Level 2-PE*, and COMLEX-USA
Level 3 passage rates; licensure; geographic area of practice;
obtainment and completion of a postgraduate training program; and
AOA or ABMS board certification. CUSOM publishes outcomes of
student performance in annual reports to the faculty and Board of
Trustees.
*NOTE: As of the date of this Bulletin, the NBOME and the COCA
have temporarily waived the passing of COMLEX-USA
Level 2-PE as a graduation requirement for the Class of
2023. As such, to be eligible to graduate, each student
must have successfully completed CUSOM’s Clinical
Skills Assessment Program which includes both a
longitudinal assessment of student performance and an on-
campus multi-station Objective Structured Clinical Exam
(OSCE) during the fourth year. This multi-station OSCE,
also called the Physical Exam-Qualifying Exam (PE-QE),
174
requires students to successfully demonstrate the
fundamental clinical skills and physician-related
competency domains required for graduation, entrance
into supervised graduate medical education programs, and
the provision of safe osteopathic medical care of patients.
CUSOM has adopted the following schema for determining letter
grades and clinical grades:
Grading Scale
MS-1 and MS-2
Courses
Quality
Points
MS-3 and MS-4 Rotations
Preceptor – Exam Grades Overall Final Grade
Quality
Points
Other Grades
A
90-100
a
4.0 H-H Honors 4.0 IC Incomplete
B 80-89 3.0 H-HP Honors 4.0 W Withdraw
C 70-79 2.0 HP-HP High Pass 3.5
C*
b
70 2.0 H-P High Pass 3.5
F < 70 0.0 HP-P High Pass 3.5
P ≥ 70 4.0 P-P Pass Clinical 3.0
P*
b
70 2.0
PC*
b
Pass Clinical 2.0
FC Fail Clinical 0.0
FMP and PCC are P/F
P = 4.0 QP
F = 0.0 QP
P* = 2.0 QP
PC = Pass Clinical
FC = Fail Clinical
a
The maximum percentage cannot exceed 100. Percentage grades are rounded to the tenth from 0.50
upwards, therefore 82.50-82.99 = 83, while 82.49 = 82.
b
Denotes course was passed after successful remediation of an initial failing grade.
Incomplete (IC) and Withdraw (W) do not carry any quality points.
6.2.3.4 Grade Point Average (GPA), Quality Points
A student’s grade point average (GPA) is determined by dividing the
total number of quality points earned by the total number of graded
hours attempted. Note that for purposes of GPA calculations, a grade
of "W" is not included in “graded hours attempted”. If a student has
earned 227 quality points on 61 graded hours attempted, the grade
point average would be 227/61 = 3.721.
In the first two years of the CUSOM curriculum, most courses use a
traditional letter grade system (A, B, C or F) and are calculated into
the GPA. In the third and fourth years of the CUSOM curriculum, all
rotations have a clinical rotation grade as determined through the
student’s rotation evaluation, and all core rotations have clinical
modules and end-of-rotation exam grades. Both the clinical rotation
175
grade and the module portions of the rotation grade use an Honors,
High Pass, Pass Clinical, Fail Clinical system. Successful completion
of the rotation requires students to pass both the clinical rotation
(preceptor evaluation) and the end-of-rotation exam or module
portions of the course.
Students failing an end-of-rotation exam have a second opportunity to
pass the exam within thirty (30) days of notification.
If the student fails the second attempt at the post-rotation exam, an F
is recorded on the module/exam grade and the student receives an F
for the rotation. Students who fail a clinical rotation either due to
failure of the post-rotation exam or the preceptor evaluation will be
reviewed and acted upon by the Academic Performance, Promotion
and Standards (APPS) Committee. If the APPS Committee grants the
student the opportunity to remediate the failed rotation, the entire
rotation and post-rotation exam must be repeated in order to
successfully remediate the rotation.
No course or clinical rotation grade will be changed unless the Office
of Academic Affairs or the Office of Clinical Affairs certifies to the
Registrar, in writing, an error occurred or remediation results in a
grade change. A student may appeal to the Dean for consideration of
a grade change only after the APPS Committee has convened and
rendered their recommendation.
NOTE: "F" grades. A student who earned a grade of F initially and is
eligible to remediate the course will have the grade reported as
Incomplete (IC) on his/her transcript until the prescribed
remediation is attempted and a new grade is issued. The Registrar
will report current IC grades to the appropriate Associate Dean at
the time the IC is assigned. Once an IC grade has been officially
changed to a letter grade on the transcript, the Registrar will not
retain a record of IC courses as part of the academic record.
Students who fail to successfully remediate a grade of F will have
failed the course and receive an F on the transcript. The highest
grade that can be earned for a remediated course is 70%. The new
grade, if remediated successfully, will have the letter grade C or P
with an asterisk (C* or P*, respectively) associated with the course
to reflect a repeated course on the transcript. The grade of C*
represents a remediated, passed Graded course, and a P*
represents a remediated, passed Pass-Fail course. A successfully
remediated clinical rotation will be represented on the transcript
as PC*, with the asterisk denoting a remediated clinical rotation.
If remediation of a clinical rotation is failed, a grade of FC is
assigned.
176
6.2.3.5 Quality Points
Quality points are points assigned to grades in an academic “banking”
system. CUSOM is on a four-point system. In this system, an "A" is
worth four (4.0) points per hour, a "P" is worth four (4.0) points per
hour, a "B" is worth three (3.0) points per hour, a "C" is worth two
(2.0) points per hour, a "C*" or "P*" is worth two (2.0) points per
hour, and zero (0) points awarded for "F" or failing grades. A student
who earns an "A" in a three-hour course has 4.0 points per hour x 3
hours = 12 total quality points. Incomplete (IC), and Withdraw (W),
do not carry any quality points.
6.2.4 Remediation
Throughout all four years of the CUSOM curriculum, students must complete
all required coursework and clinical rotations with passing grades as published
in this Academic Bulletin. Students who fail any part of the curriculum are
brought before the Academic Performance, Promotion and Standards (APPS)
Committee for review and possible disciplinary action. The APPS Committee
may offer students who fail any part of the curriculum an opportunity for
remediation (See Section 6.7).
A student in the first (MS-1) or second (MS-2) year of studies, who fails any
course, will appear before the APPS Committee. If the Committee grants the
student the opportunity to remediate, the student will receive a grade of
Incomplete (IC) until remediation is complete. The student will receive a grade
of C* for a passed graded course or P* for a passed Pass/Fail course after the
successful remediation of the failed course. The C* or P* will remain on the
transcript with the notation that the student passed after remediation. A student
will earn a grade of F if not allowed remediation or if the student fails the
remediation (See Section 6.2.3.4).
A student in the third (MS-3) or fourth (MS-4) year of studies who fails a
clinical rotation will appear before the APPS Committee. If the Committee
grants the student the opportunity to remediate the rotation, the student will
receive a grade of Incomplete (IC) until remediation is complete. The student
will receive a PC* after the successful remediation of the failed rotation, and
the PC* will appear on the transcript with the notation that the student passed
the rotation after remediation. A student will earn a grade of FC if not allowed
remediation or if the student fails the remediation (See Section 6.2.3.4).
PLEASE NOTE THAT THE OPPORTUNITY TO REMEDIATE IS NOT
GUARANTEED AND IS A DECISION MADE BY THE APPS
COMMITTEE ON AN INDIVIDUAL BASIS. A STUDENT MUST NOT
ASSUME HE/SHE WILL BE GRANTED REMEDIATION.
177
6.2.5 Evaluation Categories for Years One and Two
For the purposes of this Grading Policy, CUSOM recognizes four categories of
evaluation modalities, including, but not limited to:
1. Integrated written examinations
2. Laboratory practical examinations
3. Quizzes
4. Other (e.g., SIM performance, Early Clinical Experiences, Projects,
Audience Response, individual course exams)
Each category is represented within the CUSOM curriculum. A course grade
can be determined by any combination of the components listed above as
determined by the Course Director and approved by the Associate Dean for
Biomedical Affairs or Associate Dean for Clinical Integration.
Process
In an effort to promote faculty flexibility in assigning grades through
assessment venues for the four categories identified above, yet also provide
consistency across courses, CUSOM recognizes the following approach to
testing and grading:
• Integrated exams typically occur three times in each Block in Years
1 & 2.
• Foundations of Medical Practice (FMP), Professional Core
Competencies (PCC), OMM and Clinical Skills course questions are
not included on the integrated exams except where they are
consistent with discipline content in other courses. All other courses
may have questions on integrated exams. OMM and Clinical Skills
have separate didactic exams, as well as their Practical and Lab
exams, as required.
• Quizzes are typically administered each Friday morning of the MS-
1 and MS-2 curriculum. These are integrated and include questions
from lectures given in the specified preceding 3-4 instruction days.
• Quizzes may be administered at other times as determined by
respective faculty.
• Course grades are typically determined based on percentage of total
points earned out of total points possible.
• Grades are defined by the course-grading plan approved prior to
start of the course and delineated in the course syllabi. As such,
bonus points are not permitted.
• In rare instances, there may be exceptions to the established Grading
Policy, which require justification for deviation from the original
plan; however, every attempt is made to ensure the policy stated to
the students at the start of the course is the policy by which they will
receive their course grades.
178
6.2.6 Clinical Rotations Assessments
6.2.6.1 Didactics
Students are expected to have a half-day of dedicated didactic
experiences per week. This consists of:
• Cecil’s Essentials of Medicine (based on a current schedule
provided to the clinical campuses) in a Jeopardy
format.
• 50 Studies Every Internist Should Know - The student will
present one assigned landmark case and then present the current
information of that case. Some students may have to present
more than one study per year based on the clinical campus
student cohort size.
• Two (2) case presentations per year based on an interesting case
in which they have been involved.
• COMBANK questions. Students will complete 150 assigned
questions relevant to their rotation. If they exhaust those, they
can repeat those questions or complete questions from other
topics. These are checked for completion.
Regional Deans/Director of Student Medical Education (DSME’s)
may add topics at their discretion, or at the request of their student
cohorts, to enhance the half-day didactic experience.
Noon conferences and morning reports are mandatory, if available
at the respective clinical campus. Other clinical campus didactic
offerings, such as Tumor Board and medical staff continuing
medical education programs, may be mandated by the Regional
Dean/DSME.
Half-day didactic experiences are led by the third-year student
cohort and facilitated by the Regional Dean/DSME. Fourth-year
students are expected to attend didactic sessions at the institution in
which they are completing a clinical rotation. If they are completing
a rotation at a CUSOM clinical campus, they are expected to attend
the half-day didactic programming and all other offered didactic
experiences.
Students are expected to complete all didactic surveys from the web-
based evaluation system. This feedback will be used for ongoing
improvement and future planning purposes.
179
6.2.6.2 Clinical Modules
Clinical Modules including videos, lectures, and other educational
materials are utilized to supplement knowledge and skill acquisition
during clinical rotations and provide students with opportunities for
self-directed learning experiences, self-assessment of their learning
needs, and to further develop skills for lifelong learning. These
modules are appropriate for both third- and fourth-year students and
offer the learner flexibility. Modules and other educational
materials supplement topics covered on clinical rotations and
function as study guides for the end-of-rotation exams, COMLEX-
USA Level 2-CE, and the summative OSCE administered by
CUSOM.
Clinical Modules are an important supplement to a student’s
education, but do not replace the extensive reading, studying, patient
contact, etc. students must achieve on clinical rotations.
Students are provided with required curricula during the third- and
fourth-year, and syllabi with specific learning objectives and
corresponding reading assignments are provided for the core
discipline rotations.
Completion of learning modules are due no later than 11:59 pm on the
Thursday before the Call Back Friday of the rotation. In extenuating
circumstances, CUSOM Clinical Chairs may grant a limited time
extension to complete the modules. Five (5) points will be deducted
from the student’s COMAT score per day the learning modules
remain incomplete.
6.2.6.3 Clinical Experience Database (Logs)
Each student must maintain a Clinical Experience Database Log in
CUSOM’s web-based evaluation system so the acquisition of
particular clinical skills and exposure to a broad scope of practice
for each rotation can be monitored. A minimum of ten (10)
procedures must be documented per rotation (with the exception of
independent study electives). If the student did not observe, assist
on, or perform any procedures, they are still required to submit a log
form stating no procedures were observed, assisted, or performed.
Failure to maintain and submit required logs will result in an
incomplete grade. Students must include all information requested
on the log form. In compliance with HIPAA, no patient names or
other identifiers may be included on logs.
180
6.2.7 Grading Rubric for Years Three and Four
The primary basis for the core clinical rotation grade is the “CUSOM Student
Evaluation Form” and the end-of-rotation exam. The end-of-rotation exam is
given at the end of the four-week block for select core rotations. The CUSOM
Student Evaluation Form is completed by the student’s clinical faculty
preceptor or that clinical campus’s respective rotation clerkship director (or
designee) following completion of the rotation and should be discussed with the
student before submission. For rotations without an end-of-rotation exam, the
student’s grade is based solely on the clinical faculty’s evaluation of the student.
1. Some selective and elective four-week rotations may be divided into two
(2) different two-week experiences. In such cases, students will receive a
grade as determined by the preceptor for each two-week experience. The
overall grade for the four-week rotation will be the combination of the two
(2) two-week experience grades. Students who fail either two-week
rotation, even if the average of the two rotation evaluations results in a
passing grade, will receive an FC for the entire four-week rotation block
and will be called to the APPS Committee for review.
2. End-of-rotation Examination
End-of-rotation exams are administered after the following third- and
fourth-year rotations: Medicine II, Surgery, Obstetrics/Gynecology, Family
Medicine, Pediatrics, Psychiatry, and Emergency Medicine.
Students must pass the end-of-rotation exam to pass the rotation. Students
who do not pass an end-of-rotation exam are allowed one chance to retake
the exam. If the student passes the exam retake, the highest grade possible
is a Pass Clinical (PC*) and they are not eligible for High Pass (HP) or
Honors (H) for that clinical rotation.
If the end-of-rotation exam is failed twice, the student will receive a failing
grade for the rotation (Fail Clinical, FC) and be referred to the Academic
Performance, Promotion and Standards (APPS) Committee. If the APPS
Committee grants the student the opportunity to remediate the failed
rotation, the entire rotation and post-rotation exam must be repeated in order
to successfully remediate the rotation. If the student passes the remediation,
a grade of PC* is assigned. If remediation is failed, a grade of FC is
assigned.
3. Completion of Learning Modules on Clinical Rotation
Several core clinical rotations, including Pediatrics, Medicine I and II,
Family Medicine, General Surgery, Obstetrics/Gynecology, and Psychiatry
utilize evidence-based, medical education online modules, selected by the
respective CUSOM Clinical Chairs, to supplement learning and skill
acquisition. In addition to providing a unified, comparable curriculum and
181
educational learning objectives across core clinical education sites, these
learning modules provide students with opportunities for self-directed
learning experiences, self-assessment of their learning needs, and to further
develop skills for lifelong learning.
Students are required to complete all assigned learning modules as
described in the clinical rotation syllabi in order to pass the rotation
and advance to the next clinical rotation. Monitoring of student progress
and verification of learning module completion, including the required level
of engagement, is provided by the respective CUSOM Clinical Chairs.
Completion of learning modules are due no later than 11:59 pm on the
Thursday before the Call Back Friday of the rotation. In extenuating
circumstances, CUSOM Clinical Chairs may grant a limited time extension
to complete the modules. Five (5) points will be deducted from the
student’s COMAT score per day the learning modules remain incomplete.
4. Preceptor Evaluation of the Student and Student Evaluation of the Preceptor
All evaluations must be completed and submitted to the Office of Clinical
Affairs within seven (7) days of completion of each rotation.
Competency-based rating forms with Entrustable Professional Activity (EPA)
behavioral anchors are used by preceptors to evaluate each student’s clinical
skills and the application of medical knowledge in the clinical setting. A
student failing a clinical rotation will be referred to the Academic
Performance, Promotion and Standards (APPS) Committee. Students failing
a rotation may be required to repeat the failed rotation and be placed on a
Modified Course of Study, which may delay the student’s date of graduation.
The CUSOM competency-based evaluation is based on the following core
competencies in each area:
• Osteopathic Philosophy and Osteopathic Manipulative Medicine
• Medical Knowledge
• Patient Care
• Interpersonal and Communication Skills
• Professionalism
• Practice-Based Learning and Improvement
• Systems-Based Practice
Courses of eight (8) weeks duration (example: Internal Medicine) require an
evaluation to be completed at the end of each four-week block. If a student
has an approved rotation of two (2) weeks duration, the evaluation is to be
completed at the end of the two-week period. If a student does not receive a
passing grade on the end-of-rotation evaluation from the preceptor, the student
will fail the rotation and receive an FC grade on their transcript.
182
Rotation grades for students who are permitted to split a four (4) week
selective or elective rotation into two different two-week experiences will be
the combination of the two, 2-week experience grades. Students who fail
either two-week rotation, even if the average of the two rotation evaluations
results in a passing grade, will receive an FC for the entire four-week rotation
block and will be called to the APPS Committee for review.
One rotation evaluation form will be submitted and accepted per each 2
(two) or 4 (four) week rotation. If a student worked with more than one
clinical faculty member during the rotation, it is expected the clinical faculty
member completing the rotation will complete a composite evaluation as
designated on the evaluation form and seek feedback of the other teaching
clinical faculty to include in the overall evaluation.
In order to receive a grade for each rotation, the student must ensure each
of the following are completed and received by the CUSOM Office of
Clinical Affairs:
1. Preceptor Evaluation of Student (PES) Form,
2. Student Evaluation of Site (SES) Form
3. Student Evaluation of Preceptor (SEP) Form
4. End-of-rotation examination
5. Rotation learning modules
6. Clinical experience database (logs)
Failure to complete any rotation requirement or submit any required
rotation documentation may result in a failing grade (Fail Clinical, FC)
or grade of Incomplete (IC) and referral to the APPS Committee.
Items which may also be used to determine grades on clinical rotations
include but are not limited to:
1. Educational modules – Lectures, cases, reading assignments and
other forms of delivery that may be utilized in the third- and fourth-
year curriculum.
2. Students Logs (Procedure Logs) – Students must submit rotation
clinical patient logs and procedure logs.
3. Question Bank Review – Students are required to complete 150
COMBANK questions during each clinical rotation in order to
receive credit for the rotation.
4. Osteopathic Manipulative Medicine – Completion of OMM special
assignments and participation in OMM skills lab during Call Back
Fridays for core rotations are required.
5. Objective Structured Clinical Performance Examination (OSCE) and
Standardized Patient (SP) Exercises – OSCE and SP exercises
demonstrate the student's ability to perform clinical skills and to
evaluate patient presentations for the most common disorders found
in adult and pediatric patients.
183
During the first two years of the CUSOM curriculum, students
complete a minimum of eighteen (18) standardized, timed OSCE
encounters (nine (9) as MS-1, nine (9) as MS-2). Ten (10) of these
OSCEs are summative; the students must achieve a minimum score
of 70% on both the Biomedical/Biomechanical and Humanistic
Domains to successfully pass the Clinical Skills course and advance
in the curriculum.
These OSCEs include taking a medical history, evaluating signs and
symptoms to formulate a differential diagnosis, performing a
physical examination, assessing the results of diagnostic exams to
evaluate and narrow a differential diagnosis, demonstrating the
ability to manage common medical scenarios, and providing
appropriate documentation of the patient encounter in the form of a
SOAP note. OSCE, Simulation, and Clinical Skills may also be
incorporated into Call Back Fridays.
During the Residency Development course, the first rotation of the
fourth year of the CUSOM curriculum, CUSOM students must
successfully complete an on-campus summative four-station OSCE
(the PE QE) which requires students to successfully demonstrate the
fundamental clinical skills and physician-related competency
domains required for graduation, entrance into supervised graduate
medical education programs, and the provision of safe osteopathic
medical care of patients.
6.2.7.1 Preceptor Evaluation of Student Performance
A clinical faculty preceptor or a clinical campus’s respective
rotation clerkship director (or designee) will evaluate a student’s
performance during the respective rotation. The Preceptor
Evaluation of Student (PES) Form will be completed by supervising
physicians with input from appropriate hospital staff with direct
knowledge of the student’s performance. During the last week of
each rotation, the student must meet with the preceptor to review
their performance and end of rotation evaluation.
Based on the grading rubric, a grade of Honors, High Pass, Pass, or
Fail Clinical for the PES will be submitted to the Registrar's Office.
Students will have access to the electronic PES via the CUSOM
web-based evaluation system.
Completed PES Forms are due in the Office of Clinical Affairs
within seven (7) calendar days of completion of each rotation. If the
student worked with more than one clinical faculty member, the
student should have the principal evaluator or the clinical campus’s
184
respective rotation clerkship director (or designee) submit a
composite evaluation based on the input of those physicians with
whom the student worked. One rotation PES Form will be
submitted and accepted per two (2) or four (4) week rotation.
Students are not permitted to solicit additional evaluations.
PES Forms must be completed by the primary evaluator who must
be an attending physician. While resident physicians may provide
input to aid the attending physician in completing the evaluation,
residents are not permitted to serve as the primary evaluator.
Students are not permitted to self-complete the evaluation and
submit to the evaluator for a signature. Violation of this rule or
falsification of any component of the PES Form will be considered
an Honor Code violation.
Violation of this policy will be subject to review by the APPS
Committee and may result in a rotation failure or Incomplete (IC)
grade. Any Incomplete (IC) grade will jeopardize student eligibility
for financial aid and may also alter/delay their graduation date.
It is the student's responsibility to ensure all PES Forms are either
completed online or submitted to the Clinical Affairs Office within
seven (7) calendar days of completion of each rotation. It is the
student's responsibility to expediently inform the Office of Clinical
Affairs of any difficulty in obtaining an evaluation from the
preceptor at the end of the rotation.
Only one PES Form from the clinical faculty preceptor
(preceptor of record), primary evaluator, or rotation clerkship
director (or designee) will be accepted.
It is expected each student will meet with the preceptor assigning
the grade at the end of the rotation to review comments and to
reconcile any issues, including concerns related to factual or
typographical errors in the evaluation, at that time. If a student
does not do so, or if the student meets with the preceptor but does
not bring forward any concerns at that time, the preceptor
comments from the appropriate section of the evaluation will
stand and will be included verbatim on the student’s MSPE.
There will be no exceptions to this policy and no option to appeal
for a change in the preceptor evaluation at a later date.
All submitted PES Forms are final. However, if a student has met
with the preceptor as required above, the student may submit a
grievance related to any unresolved factual or typographical error
(See Section 6.10.2) to the Third- or Fourth-Year Student Medical
185
Education Clinical Coordinator, as appropriate. Any factual or
typographical errors in a preceptor evaluation may be edited only if
approved by the Associate Dean for Clinical Affairs. The Associate
Dean for Clinical Affairs will review any requested changes of
factual or typographical errors and make the determination to
approve or deny the requested change(s).
6.2.7.2 Composite Evaluations
As mentioned in other sections of this bulletin, if a student worked
with more than one clinical faculty member during the rotation, it is
expected the clinical faculty member will complete a composite
evaluation as designated on the PES Form. In this situation, the
student should have the principal evaluator or the clinical campus’s
respective rotation clerkship director (or designee) complete and
submit the composite evaluation.
If such a composite evaluation is completed, it is expected the author
of the evaluation form will consult with other clinical faculty,
nursing staff, and members of the healthcare team who interacted
with the student during the clinical rotation to provide accurate and
constructive feedback of the student’s overall rotation performance.
Only one PES Form from the rotation clerkship director (or
designee) will be accepted. Students are not permitted to solicit
additional evaluation forms from other clinical faculty on the
rotation into the final evaluation form. Students who solicit
additional evaluations may be brought before the APPS Committee.
It is expected each student will meet with the preceptor assigning
the grade at the end of the rotation to review comments and to
reconcile any issues, including concerns related to factual or
typographical errors in the evaluation, at that time. If a student
does not do so, or if the student meets with the preceptor but does
not bring forward any concerns at that time, the preceptor
comments from the appropriate section of the evaluation will
stand and will be included verbatim on the student’s MSPE.
There will be no exceptions to this policy and no option to appeal
for a change in the preceptor evaluation at a later date.
The overall responsibility to ensure evaluations have been
completed and returned to the Office of Clinical Affairs (or clinical
campus student medical education coordinator if indicated) remains
with the student. For this reason, students are responsible for setting
up a time to review their final evaluation with their preceptor during
the last week of the rotation to discuss their overall performance and
obtain their preceptor signature on the evaluation.
186
While the summative PES Form must be completed and submitted
at the end of the rotation, students are to regularly, including at the
end of every week of each clinical rotation, request feedback from
the preceptor, (e.g., "How am I doing?", "Are there things I should
improve?") in order to continually address areas needing
improvement. This provides students an opportunity to improve any
deficient areas while on the rotation and prevents an unexpected
poor evaluation at the end of the rotation. It is the student’s
responsibility to seek ongoing feedback from their preceptor.
Students should check with the Office of Clinical Affairs (or site
coordinators if directed) regularly to their completed preceptor
evaluation has been received. Clinical Affairs staff may assist the
student in obtaining an evaluation if a preceptor fails to complete the
evaluation form or to turn it in to the Office of Clinical Affairs or
clinical campus student medical education coordinator in the
required timeframe.
Preceptor comments from the appropriate section of the PES
Form will be included on the Medical Student Performance
Evaluation (MSPE).
6.2.7.3 Delinquent Evaluations
During the second week of the rotation, the CUSOM Third- or
Fourth-Year Student Medical Education Clinical Coordinator will
enter the student preceptor information provided by the clinical
campus Student Medical Education Coordinator into CUSOM’s
web-based evaluation system.
It is CUSOM’s expectation the Clinical Faculty preceptor will
complete the PES Form at the end of the final week of the rotation
and review it with the student to provide constructive feedback.
Obtaining a PES Form in a timely fashion is critical to ensure an up-
to-date and accurate student academic record and transcript. At the
end of the first week following a Clinical Rotation, the CUSOM
Third- or Fourth-Year Student Medical Education Clinical
Coordinator will run a report in CUSOM’s web-based evaluation
system to identify any incomplete PES Forms.
These findings are reported to the corresponding student, clinical
campus Student Medical Education Coordinator, and Regional
Dean/DSME. The Regional Dean/DSME directly contacts the
Clinical Faculty preceptor to remind him/her of the pending PES
Form.
187
At the end of the second week following a Clinical Rotation, the
CUSOM Third- or Fourth-Year Student Medical Education Clinical
Coordinator will run another report in CUSOM’s web-based
evaluation system to identify any remaining incomplete PES Forms.
These are communicated to the corresponding student, clinical
campus Student Medical Education Coordinator, Regional
Dean/DSME, and Associate Dean for Clinical Affairs.
The Associate Dean for Clinical Affairs, in collaboration with the
Regional Dean/DSME, directly contacts the Clinical Faculty
preceptor to obtain the pending PES Forms.
If the PES Form is not completed by the third week following a
Clinical Rotation, the Regional Dean/DSME or a designee
completes the student’s evaluation.
6.2.7.4 Rotations, Course Remediation, and Academic Probation
Failure of a clinical rotation occurs if the student fails either the
preceptor evaluation of the student or the end-of-rotation exam after
his/her second attempt. Failure of a clinical rotation (grade of Fail
Clinical, FC) for either reason will result in a referral to the APPS
Committee for review.
If the student is permitted to remediate, they will be required to
repeat the entire rotation, including any associated modules and end-
of-rotation exam, and may be placed on Academic Probation.
Mandatory repeating of a clinical rotation will result in the
institution of a Modified Course of Study, which may result in a
delay in the student’s graduation date and may adversely affect
financial aid and the student’s ability to participate in the residency
match process.
The student may incur additional tuition costs and fees such as
re-taking the end-of-rotation exam. Additionally, the student
will be responsible for reimbursing CUSOM for any
rotation/preceptor costs associated with repeating any failed
rotations, including, but not limited to, housing costs if a student
is displaced from his/her clinical campus in order to remediate
the failed rotation. These charges will be billed directly to the
student’s account.
Failure of a second clinical rotation is evidence the student is
unprepared for the rigors of clinical practice and may result in
dismissal from the program.
188
Students who fail a clinical rotation for any reason will come before
the APPS Committee. In addition, repeated performance
evaluations in which items performed in a specific category or
across categories are rated as “1” or “2”, even if the student achieves
a passing rotation grade, will be reason for remediation at the
discretion of the Associate Dean for Clinical Affairs in consultation
with the Clinical Chair, the clinical faculty preceptor, or the APPS
Committee.
The Associate Dean for Clinical Affairs will investigate any
evaluation rating of “2” or less on any competency regardless of an
overall passing grade. The findings of this investigation may lead
to a follow-up student meeting with the Associate Dean for Clinical
Affairs, Regional Dean/DSME, or Clinical Chair, or result in
referral to the APPS Committee.
Students are expected to show a progression of improvement in
performance during the course of clinical rotations. Students who
fail to perform satisfactorily on clinical rotations as described above,
will be referred to the APPS Committee and may result in additional
required curriculum, repeating of an entire academic year, or
dismissal from the program.
Poor ratings or preceptor comments on the Preceptor Evaluation of
Student (PES) Form in the professional and ethical areas of the
assessment of a student are addressed by the Associate Dean for
Clinical Affairs and may result in a remediation appropriate to
correct the deficient area. Poor ratings related to professional and
ethical behavior area must be accompanied by preceptor comments
as to the exact nature of the rating. The Associate Dean of Clinical
Affairs may refer the student for an APPS Committee hearing which
will act upon this referral depending on the severity and the area of
the performance measure.
6.2.8 Grading Policies Years 3 and 4
Failures: A failing grade on a clinical rotation, due to either failure of an end-
of-rotation examination or a failing preceptor evaluation, will be recorded
as a Fail Clinical (FC) on the student's official transcript.
In addition, failure to complete any rotation requirement or submit any
required rotation documentation may result in a failing grade (Fail Clinical,
FC). A student failing a clinical rotation will be referred to the APPS
Committee and if given the opportunity to remediate, will be required to
repeat the clinical rotation, and may be placed into a Modified Course
of Study which may result in delaying graduation. Additional
189
consequences may apply to students who have failed a rotation as noted
in Section 6.7 of this Bulletin.
After satisfactory completion of a remediation of a failed rotation, a Pass Clinical
(PC*) will be entered as the final grade for the rotation.
Placement of a student on Academic Probation is mandatory if the student
has failed a clinical rotation while on Academic Warning, or failed multiple
courses or clinical rotations. Students who fail two or more rotations may
be dismissed from CUSOM.
Additional information regarding failure of clinical rotations and Modified
Courses of Study may be found in Section 6.6.3 of this Bulletin. After
satisfactory completion of a remediation of a failed rotation, a Pass
Clinical (PC*) will be entered as the final grade for the rotation.
Incomplete Grades: If, for any reason, a student receives an incomplete
evaluation or is unable to complete a rotation or its associated
requirements (including, but not limited to, rotation logs, preceptor
evaluations, or assigned cases), the student will receive an Incomplete (IC)
for the rotation. Students are required to make up any incomplete
requirements as coordinated and approved by the Associate Dean for
Clinical Affairs. Failure to make up the requirements may constitute a
failure to make academic progress, result in a rotation failure (FC), and
may be referred to the APPS Committee. In addition, failure to meet all
third-year rotation requirements will result in an inability for the student to
be promoted to fourth-year clinical rotations.
Rotations with Family Members: While many CUSOM students have relatives
who are physicians and may have been inspired by those family members
to pursue osteopathic medicine, students may not complete rotations with a
family member as the clinical faculty preceptor of record. This includes
family members related by marriage or in-laws.
Unauthorized Rotations: Any student starting an Elective or Selective
rotation without prior proper registration (according to the process
described elsewhere in this Bulletin) with the Office of Clinical Affairs
will not receive credit for that rotation, and all such violations are subject
to review by the APPS Committee. Students must follow the
prescribed process for obtaining pre-approval for all Elective and
Selective rotations to ensure all required documentation and proper
affiliation agreements are in place. For questions regarding the approval
process, students should contact the Student Medical Education Clinical
Coordinators for Third-Year or Fourth-Year.
190
6.3 Educational Records
6.3.1 Policy Statement on Student Information and Educational Records
It is the policy of CUSOM to release certain directory information of CUSOM
students in compliance with the Family Educational Rights and Privacy Act
(FERPA; 42 USCA 1232g, as amended). Under the provisions of this law,
students in post-secondary education have the right to inspect and review their
school records, as defined by law. Other than for "Directory Information," see:
www.campbell.edu/registrar/family-education-rights-and-privacy-act-ferpa/
Campbell University will release information only with the student’s written
consent or in compliance with federal laws and regulations.
CUSOM has a secure, confidential, onsite computerized record system with an
offsite secure network backup. All items entered into this system are retained
as a part of a student’s permanent record. A student’s permanent record
contains his/her transcript from CUSOM, transcripts and transcript evaluations
from other educational agencies attended by the student, secondary school
transcripts, Standardized test scores, the student’s application for admission,
general correspondence with the student, and if applicable, letters or other
documentation concerning misconduct.
Upon appointment with the Registrar, a student may examine their transcript
and contents of their permanent record. University officials with access to a
student’s educational records are the President, Provost, Academic Deans,
Registrar, Executive Director of Student Affairs, and designees of these
University officials with a legitimate educational interest in the record.
Campbell University guarantees each student certain rights in compliance with
FERPA. Please refer to the Annual Notification of Rights at:
https://www.campbell.edu/registrar/family-education-rights-and-privacy-
act-ferpa/annual-notification-of-rights-under-ferpa/
There is a health and safety emergency exception to FERPA which states the
institution may disclose personally identifiable information from an education
record to appropriate parties including parents in connection with an emergency
if knowledge of the information is necessary to protect the health and safety of
the student or other individuals.
More information can be found at:
https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
191
All documents and other information concerning student academic records,
student disciplinary issue, including written reprimands, are securely
maintained in a confidential file. Such actions become a part of a student's
permanent education record. All disciplinary actions, with the exception of
admonitions, academic warnings, and conduct warnings, are required to be
reported on the Medical Student Performance Evaluation (MSPE) as well as
any State Medical Education Verification forms.
6.3.2 Match-State Medical Education Verification
Once a student participates in the National Resident Matching Program
(NRMP) or the San Francisco, Urology and/or Military Match and is placed in
a residency training program, several forms must be completed and processed
for licensing purposes in the state the student will be doing their residency
training. State Medical Education Verification forms vary from state to state.
Most verifications have very specific information requested and CUSOM must
provide complete and thorough answers. CUSOM will be requested to
complete and file another medical school education verification form
throughout the alumni’s lifetime with any program or residence move.
6.4 Attendance
6.4.1 Attendance Policy
Years 1 and 2
Attendance and active participation in lectures, cases, and labs during first- and
second-year provides students the opportunity to engage with their professors
and fellow students, to participate in active learning exercises, and ask questions
to clarify difficult concepts. Students will establish and grow meaningful
relationships with fellow students and the broader CUSOM community, and
foster a deeper level of inquiry, understanding and application of fundamental
concepts to the practice of medicine and patient care.
During years 1 and 2, students are encouraged to attend all lectures. Faculty
will schedule formal office hours during Study Times on the schedule, not
scheduled class/lab time, to avoid conflicts with in-person class participation.
Attendance is required at all labs and other designated scheduled curricular
activities including, but not limited to, Interprofessional Education (IPE) events
and Grand Rounds.
Absences from mandatory sessions for emergencies during years one and two
are considered on a case-by-case basis through the Department of Medical
Education in consultation with the Course Director as delineated in Section
6.4.2 of this Bulletin.
192
Years 3 and 4
Attendance of third- and fourth-year students is required for all requisite clinical
duties of the clinical rotation. Any time away from a clinical rotation must be
approved through the process described in Section 6.4.3 of this Bulletin.
Students on clinical rotations are required to be on time for all assigned
activities associated with each rotation which may include, but are not limited
to, lectures, rounds, hospital committee meetings, on-call assignments, case
presentations, etc. Students must abide by attendance requirements as
described in Section 6.4.3 of this Bulletin.
Non-adherence to the Attendance Policy
Any falsification of attendance records or other attempt to circumvent processes
is considered an Honor Code violation. Failure to meet attendance
requirements may result in referral to the Academic Performance, Promotion
and Standards (APPS) Committee for review, corrective action, and additional
sanctions as described in Section 6.7 of this Bulletin.
Sanctions the APPS Committee may impose include, but are not limited to,
removal from any leadership position with a student club, organization or
student government office, issuance of a Conduct Warning, placement on
Conduct Probation, or other sanctions as delineated in Section 6.7 of this
Bulletin.
6.4.2 MS-1 and MS-2 Years
During years one and two, attendance is required for the following:
• All laboratory sessions (Osteopathic Manipulative Medicine, Clinical
Skills, Simulation, and Anatomy).
• Designated scheduled curricular activities including, but not limited to,
Interprofessional Education (IPE) events and Grand Rounds.
• All assessments as listed on the Block schedules. Integrated Exams are
in-person except in unusual circumstances.
Absences from Required Lectures, Laboratory, Clinical Skills, and
Interprofessional Education (IPE) Activities
It is recognized there may be instances when a student must be absent; however,
a student who misses a required lecture, laboratory or workshop is not excused
from the subject materials or activities of that particular session(s). The student
may be required to make-up the missed educational session(s) during off-hours.
Make-up laboratories are conducted only in extreme situations and at the
discretion of the Course Director in consultation with Med Ed, and Associate
Dean for Biomedical Affairs when necessary.
193
Med Ed will notify the Course Director of the decision if approved. Approval
must be granted and obtained in order to arrange a make-up with the Course
Director.
An unexcused absence from any of these mandatory activities may result in a
grade of zero (0) or an overall grade deduction (as indicated in each specific
course syllabus) which may lead to an overall failing course grade.
A student may be eligible to request an excused absence from a required session
through Med Ed by meeting one of the following qualifying criteria:
• Medical Illness: For a medical condition/illness, the student must provide
Med Ed with a note from the examining physician or other appropriate
healthcare provider (who is NOT a family member) indicating the
medical visit, the amount of recommended time-off, and the student’s
return-to-class date.
• Personal Leave: For personal leave, unless it is emergent in nature, the
absence request must be submitted at least seven (7) calendar days prior
to the anticipated absence. Personal leave does not include vacations,
weddings, graduations or other similar activities or events. Examples
of appropriate requests for personal leave include:
o
Death in immediate family
o
Critical status secondary to accident/acute illness involving an
immediate family member
Note: “Immediate family member” is defined as a student’s parent,
stepparent, grandparent, spouse, spouse’s parent, child or sibling.
• Jury Duty: It is the obligation of every citizen to serve on jury duty
when called. If a CUSOM student is called to serve on a jury, or if a
CUSOM student is ordered to appear in court as a witness, the student
should submit the appropriate lecture or lab excused absence request as
outlined above and advise the Associate Dean for Biomedical Affairs as
soon as possible.
o For Jury Duty, the absence request and supporting documentation
must be submitted to Med Ed at least seven (7) calendar days prior
to the anticipated absence.
• National Meetings or CUSOM-related Activities: For attending
CUSOM-related activities or national meetings of student clubs and
organizations, an excused absence request must be submitted, in
writing, to Med Ed at least seven (7) calendar days prior to the
anticipated absence(s).
o To be considered for such request, students must have a cumulative
GPA ≥ 3.0 on a 4.0 scale, no prior course failures, and be in good
academic and professional standing (not on academic or conduct
warning or probation).
o Students are allowed a maximum of two (2) excused absences per
semester for voluntary attendance at conferences.
194
o No travel arrangements should be made prior to approval being
granted by Med Ed. CUSOM accepts no responsibility or liability
for any losses as a consequence of any cancelled or delayed travel
plans due to a student’s failure to obtain prior approval.
• Religious Holidays: Students may request an excused absence for
religious holidays not included in the list of recognized University
holidays. The submission of an excused request for this purpose does
not guarantee approval will be granted.
Appropriate documentation to support any excused absence request is required,
and must be submitted for approval to Med Ed.
Absences from an Assessment
In the event of any absence from an assessment including, examinations,
quizzes, and OSCEs, approval (based upon the qualifying criteria detailed
above) must be obtained from Med Ed to arrange a make-up. It is essential
students make every effort not to miss any assessment. Requests for make-
up assessments must be made in a timely manner with Med Ed. An unexcused
absence from assessment may result in a grade of zero (0) for that assessment
which may lead to an overall failing course grade.
If a student receives an excused absence for any assessment, the student will be
required to make-up the assessment as soon as possible at a time and date to be
determined by Med Ed and approved by the Associate Dean for Biomedical
Affairs as necessary.
Patterns of absences from assessments may result in the student having to
appear before the APPS Committee.
Evaluation and Approval of an Excused Absence Request
For an absence to be considered excused, students must notify Med Ed and
complete the appropriate lecture or lab “Excused Absence Request Form”
online. Med Ed will determine if the excused absence is approved or denied,
and the student will be notified of the decision in a timely manner.
If a student is failing any course or has been placed on Academic Probation,
he/she may not be approved for an excused absence unless for an extenuating
situation determined on a case-by-case basis. The Associate Dean for
Biomedical Affairs will resolve any disagreement concerning an attendance
decision.
Once an absence request is approved, it is the student’s responsibility to
contact the Course Director(s) and Med Ed to arrange a makeup for
missed laboratories or an assessment where applicable.
195
o
It is important to note that, although Course Directors will do their best
to accommodate makeup requests, some missed experiences may not be
able to be replicated, and the arrangement is at the Course Directors’
discretion.
o
In the case in which a missed experience is not able to be replicated, and
therefore unable to be made up, the student may receive a zero (0) for
that assessment, which may lead to an overall failing course grade.
Official Holidays
CUSOM observes the following University holidays.
• New Year’s Day
• Martin Luther King, Jr. Day
• Good Friday
• Memorial Day
• Independence Day
• Labor Day
• Thanksgiving
• Christmas
Holidays falling on a weekend will be observed either on the Friday before
or the Monday after the holiday, or as designated by Campbell University.
Please refer to the following for the current year’s schedule:
https://www.campbell.edu/faculty-staff/human-
resources/benefits/leave/paid-holidays/
Clinical rotations are independent of this schedule and follow the approach
delineated in Section 6.4.3.7 of this Bulletin.
6.4.2.1 Consequences of Non-compliance of Attendance Policies
As professionals, students are expected to strictly adhere to the
attendance policy. Non-compliance with the Attendance Policy
by MS-1 and MS-2 students is considered a violation of
CUSOM professionalism policy and may result in referral to
the APPS Committee for disciplinary action up to and
including suspension or dismissal from the program.
6.4.3 MS-3 and MS-4 Years (Clinical Rotations)
6.4.3.1 Reporting for Service
On the first day of each clinical rotation, the student should report
to the clinical faculty preceptor or his/her representative by no later
than 8:00 am or at the time required. Any questions regarding
specific instructions for reporting on the first day of rotations
should be directed to the regional site Student Medical Education
Coordinator or the CUSOM Student Medical Education Clinical
Coordinator for Third- or Fourth-Year, as appropriate.
196
Students are expected to bring their own basic diagnostic
equipment (i.e., otoscope, ophthalmoscope, stethoscope, etc.).
Timeliness is a critical component of professionalism and
demonstrates respect to clinical preceptors, office/hospital staff,
fellow students, and patients. As such, students are expected to
arrive at least fifteen (15) minutes early for each of their scheduled
workdays. Tardiness reflects negatively on both the student and
CUSOM and will not be accepted.
6.4.3.2 Work Hours
Each rotation consists of approximately 160 contact hours inclusive
of modules, self-directed learning, didactics, and other duties as
assigned by the site. Students are required to be at their assigned
supervised clinical education during all working hours, although
exceptions may be granted as described below (see Section 6.4.3.4)
as indicated and determined by the training site and the physician
in charge of that service, in cooperation with the Associate Dean
for Clinical Affairs and the Vice-President of Medical
Education/Regional Dean/Director of Student Medical Education
(DSME) of the CUSOM clinical campus. The specific days and
times a student is expected to report is determined by the preceptor,
and students may be assigned to day, evening, night, weekend, or
holiday work hours. Preceptors may ask students to rotate with
them during their scheduled work hours in order for the student to
gain the most clinical experience during times of peak patient flow.
The Campbell University holiday schedule is independent of
the clinical rotation schedule. Third- and fourth-year students
must follow the schedule as outlined by their preceptor for the
clinical rotation.
6.4.3.3 Training Hours
Clear communication of the expectations between students, the
Office of Clinical Affairs, and the training sites will permit
flexibility within reasonable limits in a way which does not impact
either clinical education or reflect poorly on a student’s
professionalism.
Four (4) weeks of vacation time is included in both the third- and
fourth-year as a scheduled rotation block. The exact number of
days or length (hours) of required shift schedules are determined
by the preceptor and may be different depending on the specific
specialty, clinical site, and consistent with meeting the educational
outcomes of the rotation. General surgery, Obstetrics/Gynecology,
Hospitalist, sub-internship, and Emergency Medicine rotations
frequently involve shifts outside normal weekday daytime working
197
hours. Working hours in each of the services will be indicated and
determined by the training site and the physician in charge of the
particular service, in cooperation with the Associate Dean for
Clinical Affairs and the Vice-President of Medical
Education/Regional Dean/ Director of Student Medical Education
(DSME) of the CUSOM clinical campus. If call, night duty, or
weekend duties are required, this will be indicated by the
individual rotation.
Students may not substitute workday hours from one service for
another and are required to remain on the clinical rotation to which
he/she is assigned. A student may spend time in another
department only if it is part of the assigned clinical rotation's
curriculum and only with approval of their attending
physician/clerkship director.
For example, it is acceptable for a student in general surgery to
spend time in pathology seeking tissue and biopsy results to ensure
proper follow-up and continuity of care. It is not acceptable,
however, for a student to make-up missed hours of an
Obstetrics/Gynecology rotation in the Emergency Department.
Any questions regarding these training hour requirements should
be directed to the Associate Dean for Clinical Affairs.
Students are not permitted to rearrange their normal working
schedule to allow for time off during any rotation. The only
exception may be the Emergency Medicine and inpatient
Hospitalist rotations in order to accommodate shift schedules,
provided it has been approved by the appropriate supervising
physician.
Professionalism in patient care requires reliable attendance. The
Office of Clinical Affairs will centrally track the number of days
off for each student. No unexcused absences are permitted from
patient care activities. As noted below, students will be given a
total of three (3) discretionary days and five (5) sick days
(approved absences) per academic year. Any student in violation
of attendance policies will be referred to the APPS Committee for
further review.
All student absence requests must be made utilizing the official
CUSOM Absence Request/Submission form which may be
obtained from the Office of Clinical Affairs or found online at:
https://cuweb.wufoo.com/forms/m63yfw91siqe3g/
All absences, whether a current illness or a request for a future
absence, must be completed using this form.
198
6.4.3.4 Clinical Rotation Attendance
Attendance at all scheduled workdays is mandatory. Students are
expected to arrive at least fifteen (15) minutes early for each of
their scheduled workdays.
Any length of absence (an hour, half day, full day, etc.) must be
immediately reported to the preceptor, clinical campus Student
Medical Education Coordinator, Regional Dean/ Director of
Student Medical Education (DSME) and the corresponding Third-
or Fourth-Year Student Medical Education Clinical Coordinator in
the CUSOM Office of Clinical Affairs.
All requests for planned absences must be submitted electronically
via the CUSOM Absence Request/Submission Form (as identified
below) to the corresponding Third- or Fourth-Year Student
Medical Education Clinical Coordinator.
Extracurricular activities, vacations, or lack of childcare are NOT
acceptable excuses for absences.
1. Discretionary Days
Students are allowed three (3) discretionary days total annually.
No more than one (1) day may be taken in any given clinical
rotation, and discretionary days may NOT be used on a Call
Back Friday.
Discretionary days MUST be approved by both the preceptor
and Office of Clinical Affairs in writing at least one (1) week in
advance to the requested time off.
Requests for discretionary days off are to be submitted
electronically via the CUSOM Absence Request/Submission
Form to the corresponding Third- or Fourth-Year Student
Medical Education Clinical Coordinator.
2. Sick Days
Students are allowed five (5) sick days annually. If more than
five (5) sick days total are taken in a single academic year by a
student, which prevents them from meeting the requirements of
one or more rotations, the student may be referred to the Office
of Clinical Affairs or the APPS Committee for review.
199
If a student must miss any clinical time due to illness (leaving
early, arriving late, or missing a full day), they must
immediately notify their preceptor, clinical campus Student
Medical Education Coordinator, Regional Dean/DSME and
the corresponding Third- or Fourth-Year Student Medical
Education Clinical Coordinator in the CUSOM Office of
Clinical Affairs.
• If 2-4 hours of clinical time are missed, a half day leave will
be documented. More than four (4) hours of missed clinical
time equals a full day of sick leave.
• If the student is absent from a single rotation for two (2)
days or more due to illness, the student is required to submit
a note from a licensed healthcare provider to the Office of
Clinical Affairs defining the number of days absent and the
expected date of return. A student may be required to make
up missed days in order to meet the educational outcomes
of the rotation.
• If circumstances require a prolonged absence (more than
three (3) days in one rotation), the student may be
encouraged to consider a Medical Leave of Absence which
can be requested through the Office of Clinical Affairs in
conjunction with the Office of Student Affairs. A Medical
Leave of Absence may be required for students who miss
more than three (3) days due to medical reasons and are
unable to make up the missed time prior to the end of the
rotation. A Medical Leave of Absence may result in the
student being placed on a Modified Course of Study and a
delay the student’s graduation. Each case is evaluated on a
case-by-case basis.
• Students who require a Medical Leave of Absence must
follow the process described in Section 6.8 of the Academic
Bulletin “Separation from the Program”, specifically Section
6.8.2.3, “Medical Leave of Absence – Absence less than 180
Calendar Days”.
3. Family Emergencies / Death in Family
Due to the variability of circumstances, time-off requested for
family emergencies or a death in the family will be reviewed by
the Office of Clinical Affairs on a case-by-case basis. Students
requesting time off for immediate family emergencies or a death
in the immediate family may be eligible to request a Personal
Leave of Absence as described in Section 6.8.2.2 of the
Academic Bulletin.
Note: “Immediate family member” is defined as a student’s
parent, stepparent, grandparent, spouse, spouse’s parent,
child or sibling.
200
Students taking a Leave of Absence may have to be placed on a
Modified Course of Study which could result in a delay in the
student’s graduation.
4. Time off for Residency Interviews
Students may request no more than four (4) days off for
interviews during any four-week rotation, and no more than
two (2) days over any two-week rotation. This includes partial
day absences of greater than four (4) hours. A student may be
required to make up missed days in order to meet the
educational outcomes of the rotation.
All requests for time-off must include written verification of
the interview location and date and be provided to the Office
of Clinical Affairs at least one (1) week prior to the requested
date of absence.
As noted previously, permission for time off for
internship/residency interviews must be granted in advance
with the aforementioned offices.
5. Conferences
Additional excused time off for conference attendance may be
granted only if the student is presenting, is a national officer,
or by special permission. All requests for conferences require
prior approval by the Associate Dean for Clinical Affairs as
noted above. A student may be required to make up missed days
in order to meet the educational outcomes of the rotation.
Educational presentations, such as posters or research, may be
considered toward meeting the required contact hours for the
rotation at the discretion of the Associate Dean for Clinical
Affairs.
Only students in good academic and professional standing and
with an overall GPA of 3.0 or higher on a 4.0 scale at the end
of the MS-2 year will be considered.
In addition, for students to be considered for an absence to
attend a conference, they must have up-to-date submissions of
all clinical rotation evaluations, site evaluations, and clinical
experience database logs.
Extracurricular activities, vacations, or lack of childcare are
NOT acceptable excuses for absences.
201
Email is the primary method of communication between the
Department of Clinical Affairs and students, and, thus, students
must check their CUSOM email regularly.
Student Absence Request Requirements
All student absence requests must be made utilizing the
official CUSOM Absence Request / Submission form and may
be obtained from the Office of Clinical Affairs or found online at:
https://cuweb.wufoo.com/forms/m63yfw91siqe3g/
All absences, whether a current illness or a request for a future
absence, must be completed using this form.
There are no exceptions to this procedure and failure to follow
the procedure will result in the student being assigned an
unexcused absence.
Failure to Provide Notification of an Absence
Failure to notify the clinical site/preceptor, clinical campus
Student Medical Education Coordinator, Regional Dean/DSME
and the corresponding Third- or Fourth-Year Student Medical
Education Clinical Coordinator in the CUSOM Office of Clinical
Affairs of any absence from a rotation, regardless of the reason or
number of hours absent, may result in h referral to the APPS
Committee for failure to follow CUSOM policy and violation of
CUSOM professionalism standards.
6.4.3.5 Make-Up Time
Students must be available to make up anticipated time off at the
discretion of the rotation preceptor in order to maintain compliance
with the CUSOM attendance policy. If a student's excused absence
results in missing an examination, the student will retake the exam
under the direction of the Office of Clinical Affairs.
Students who miss more than a total of four (4) days of a four-week
rotation, or two (2) days of a two-week rotation, regardless of the
reason, and who are unable to make up the missed time prior to the
end of the rotation will not receive credit for the rotation and
will be required to appear before the APPS Committee.
Failure to notify the clinical site/preceptor, clinical campus Student
Medical Education Coordinator, Regional Dean/Director of
Student Medical Education (DSME) and the corresponding Third-
or Fourth-Year Student Medical Education Clinical Coordinator in
202
the CUSOM Office of Clinical Affairs of any absence from a
rotation, regardless of the reason or number of hours absent, may
result in referral to the APPS Committee for failure to follow
CUSOM policy and violation of CUSOM professionalism
standards.
6.4.3.6 Call Back Fridays
Students are required to return to Campbell University on the last
Friday of the following core clinical rotations: Family Medicine,
Medicine II, Obstetrics/Gynecology, Pediatrics, Psychiatry,
Surgery, and Emergency Medicine. During these sessions, end-of-
rotation exams are taken, and rotation specific pre-preparation
activities occur including, but not limited to, formal OSCEs;
simulation; workshops; seminars; OMM practice, review, and
practical application; residency application advising meetings with
Clinical Chairs; and interprofessional events.
Full attendance and participation in the entire day is
MANDATORY. These sessions are scheduled from 8am–5pm;
therefore, students should NOT make any travel plans prior to 5pm.
These times may be subject to change.
If a student is unable to attend Call Back Friday due to illness, they
will be required to make up BOTH the end-of-rotation exam and the
rotation-specific pre-preparation activities in order to receive credit
for completion of the rotation. Any emergency requiring absence
from a Call Back Friday must be communicated to the
corresponding Third- or Fourth-Year Student Medical Education
Clinical Coordinator in the CUSOM Office of Clinical Affairs
immediately.
Fourth-Year Call Back Friday Requirements
Attendance and active participation in a minimum of two (2) on-
campus Call Back Friday OMM workshops is required during
the fourth year. The first will occur during Residency Development
Month, where the students are required to perform an OMM specific
OSCE in a simulated outpatient setting. The second will occur when
students return to campus to take their core emergency medicine end-
of-rotation exam, and the students are required to attend an OMM
workshop structured to help them develop strategies for integrating
OMM into their post-graduate education.
Students are always encouraged to attend additional Call Back
Friday activities in order to take advantage of additional practice,
OMM and educational opportunities. Students who wish to attend
203
additional Call Back Friday activities must register in advance by
contacting the Third- or Fourth-Year Clinical Coordinator.
6.4.3.7 Holidays
While on clinical rotations, students are excused only for holidays
which are observed by their respective clinical site. If a student is
assigned by a preceptor to work on a holiday, the student may NOT
request the use of a discretionary day on that holiday.
Third- and fourth-year students are required to follow the
training site (e.g., hospital, clinic, office, health center) policies
and procedures regarding holidays. All major holidays are
observed at the discretion of the affiliated training site and must be
reported to the Office of Clinical Affairs.
Students may request an excused absence for religious holidays not
included in the list of recognized University holidays (Section 6.4.2
of this Bulletin), however, the submission of an excused request for
this purpose does not guarantee approval will be granted.
If a student is required to work on a holiday, the student may be given
a day off during the holiday week at the discretion of the clinical
preceptor or the Vice President of Medical Education/Regional
Dean/DSME.
6.4.3.8 Consequences of Non-compliance to Attendance Policies
As professionals, students are expected to strictly adhere to the
attendance policy. For third- or fourth-year students, any
unexcused absence while on clinical rotation will automatically
result in a failure for that rotation and the student will be
referred to the APPS Committee. In extreme cases, absenteeism
or tardiness may result in dismissal from the program.
6.4.3.9 Dismissal from a Rotation Site
In the event a student is asked to leave the rotation site by the
preceptor or clinical site staff, the student must IMMEDIATELY
notify the Regional Dean/Director of Student Medical Education
(DSME) and the Office of Clinical Affairs (Associate Dean for
Clinical Affairs, Director of Clinical Rotations, Student Medical
Education Clinical Coordinators for Third-Year or Fourth-Year)
in person or by phone. In addition, this communication must be
followed by written documentation of the events and sent to the site
coordinator and Office of Clinical Affairs within the ensuing twenty-
four (24) hours.
204
6.4.4 Severe Weather Policy
If inclement weather results in changes to class schedules, a message will be
posted via the website at www.campbell.edu and Facebook, Twitter, and
through the Campbell University inclement weather line:
On campus: dial 5700
Local, but not on campus: dial (910) 814-5700
Long distance: 1-800-760-8980 then dial 5700
It is recommended students visit the Campbell University website at
https://www.campbell.edu/alerts/ to sign up to receive campus alerts. In the
event of a campus-wide emergency, a text message with information about the
emergency and actions to take will be sent to all enrollees.
In the case of severe weather while on clinical rotations, students should follow
the severe weather protocol of their specific clinical site. If the preceptor is
present, the student should make every attempt to be present. If the student is
unable to get to the clinical site due to unsafe road conditions, the student must
communicate this to their preceptor, their clinical campus Student Medical
Education Coordinator and the Third- or Fourth-Year Student Medical
Education Clinical Coordinator immediately. Any time missed due to severe
weather must be made up at the discretion of the preceptor, Regional
Dean/Director of Student Medical Education (DSME), and Associate Dean for
Clinical Affairs, keeping in mind students must complete the requirements for
the rotation block in order to receive credit for the rotation.
6.4.5 Emergency Preparedness Plan
Section One – Assessment of Risk
CUSOM’s guiding principle behind the assessment of risk in any potential
emergency shall be the protection of life and safety of our students, faculty,
and staff. Communication and coordination between the CUSOM Clinical
Affairs Department and Regional Deans/Director of Student Medical
Education (DSMEs), is crucial to assessing risks within our respective
clinical campus regions. CUSOM recognizes events affecting one region
might not affect all regions due to the geographic dispersion of the clinical
campuses.
For events that are anticipated such as ice storms, hurricanes, or other
known events, a meeting will be scheduled 4–5 days in advance of the event
to include the Dean of CUSOM, Associate Dean for Clinical Affairs,
Director and Assistant Director of Clinical Affairs, and Regional
Deans/DSMEs to discuss the projected events and the plan for response by
each Regional Dean/DSMEs. Regional Deans/DSMEs, shall be prepared
to discuss their specific site response if the event is “Green” which would
indicate minimal impact, “Yellow” which would indicate a medium level
impact, and “Red” which would indicate a catastrophic event.
205
Event Category Description
Green Event
Minimal impact to life and property in the region with
expected loss of utilities to last no longer than 1-2 days.
Yellow Event
Moderate impact to life and property in the region with
potential loss of life and moderate damage to local
structures. Utility failure projections of at least 3-7 days.
Red Event
Severe impact to life and property in the region with loss
of life and severe damage to local structures. Parts of the
area are uninhabitable for weeks. Water and sewer
system failure with power loss projections of greater than
7 days.
Regional Deans/DSMEs serve as the key point of contact for CUSOM and
for its students in the respective regions and should print student contact
information to keep with them until the event is over. The Regional
Deans/DSMEs, or their representative, will be responsible for contacting
each student in their region to make them aware of plans for response to the
event at least two (2) days in advance (if known in advance).
In an unanticipated event, Regional Deans/DSMEs will have the authority
to assess the risk and communicate their plans with students and CUSOM
Administration.
Section Two – Communication of Risk and Protection of Life and Safety
CUSOM will send emergency assessment information to students providing
instructions on what to do, supplies they should have on hand, and key
sources of credible information during the event.
The Regional Dean/DSMEs will serve as the primary point of contact for
students and communicate with them directly during an emergency by
email, telephone, or text message.
Section Three – Identification of Student Whereabouts and Status
Each clinical campus will keep a current list of student cell phone numbers
and addresses in a printable format that can be taken home for reference by
the Regional Dean/DSMEs in an adverse event. If electronic
communication is available, a survey may be conducted online requesting
student response with his/her condition, location where sheltering, and any
needs he/she may have.
206
Section Four – Returning to Clinical Rotations
Regional Deans/DSMEs will communicate with students in the region to
provide specific instructions regarding when students may return to the
facility. In addition, Regional Deans/DSMEs will provide students in the
region information regarding any need for volunteers to assist in disaster
response operations.
Section Five – Educational Program Continuity
Regional Deans/DSMEs in affected regions, along with the Clinical Affairs
Department, will be in frequent contact to discuss whether relocation of
affected students is necessary, to ensure educational program continuity.
End-of-rotation exams and Call Back Fridays may be rescheduled or
alternate days offered depending on the impact of the event on students.
Section Six – Resources for Displaced Students
In the event of a catastrophic event, CUSOM may explore arranging
temporary housing and assist with other needs to the extent possible.
6.5 Dress Code Policy
Students must maintain a professional appearance and professional attire whenever
on CUSOM grounds, including adjacent property at Campbell University and on
all clinical experiences or rotations. Students must be professionally dressed for all
lectures, examinations, laboratory classes, and workshops; this includes all on-site
and virtual sessions.
Men must wear appropriate business casual pants, shoes, and a collared shirt.
Women are required to wear appropriate dresses or skirts of reasonable length for
a professional setting (e.g., in the medical school or any clinical setting) or slacks
with appropriate blouses. Changing areas and lockers are provided for students to
change into appropriate dress for OMM, Clinical Skills, and Anatomy labs. All
students must have at least one short, white consultation jacket maintained in a
clean and presentable condition.
A clean and well-cared-for appearance should be maintained. The apparel and
appearance of faculty, staff, and students project, in part, the image the community
has of the University. Faculty, staff, and students are expected to be neat, well-
groomed, and appropriately dressed for the work and study they do. The clothing
selected should not be distracting to faculty, staff, students, or patients.
Shorts, jeans, sweatpants, scrubs, T-shirts, and athletic shoes are not permitted
except in the OMM, Clinical Skills, and Anatomy labs when appropriate as
designated in course syllabi. Revealing or tight, form-fitting clothing is
unacceptable. Head coverings (unless for religious reasons), caps, hoodies or
207
sunglasses may not be worn during classes, labs or examinations. Any student
wearing a head covering (unless for religious reasons), cap, hoodie, or sunglasses
will be asked to remove it.
Students inappropriately dressed or groomed may be required to leave the campus
or their clinical rotation and not return until appropriately attired. Any class, lab,
or clinical rotation missed during this time will be considered an unexcused
absence. Questionable or disputed cases of dress or grooming shall be presented to
the Office of Student Affairs or Department of Clinical Affairs, whose decision will
be final. Repeated infractions may be considered a professionalism issue resulting
in referral to the APPS Committee.
Certain educational experiences at CUSOM require a specific dress code. These
include the laboratory classes of OMM, Anatomy, and Clinical Skills, and the
required dress code is included in the respective syllabus for each course.
6.5.1 OMM Laboratory Dress Code
The dress requirement in the OMM lab sessions is designed to promote
learning by providing optimal access to diagnostic observation and
palpatory experience. Wearing inappropriate clothing interferes with a
partner’s experience of diagnosis and treatment.
Appropriate attire must be clean and includes any clothing that allows for
easy visualization, examination, palpation, and treatment of the body areas
being addressed.
Students should avoid wearing any heavy or thick-seamed clothing,
clothing that restricts movement or visualization of the area under
examination, and any inappropriately revealing clothing. During lab,
students may need to remove their shirts to reveal the back, rib cage and
abdomen. Women may wear sports bras or bathing suit tops beneath their
shirts or scrubs during these lab sessions.
Students may wear scrubs, or other apparel approved by the Course
Director, over laboratory attire when not in the role of the patient.
Students must remove their shoes when serving in the role of a patient (no
shoes are permitted on the tables).
Hats or other head coverings (other than for religious purposes) are not
permitted in the OMM lab. Religious head coverings are to be removed
when they would obscure the immediate area to be examined or treated
(e.g., head, neck, and upper back) and may be immediately replaced after
this portion of OMM training.
208
6.5.2 Anatomy Laboratory Dress Code
Lab coats, which are provided and laundered by CUSOM, are to be worn in
the anatomy lab at all times. Students are also provided with disposable
latex-free gloves, and if required, masks and face shields.
It is recommended students wear scrubs or old clothes and shoes which can
be discarded when the gross anatomy curriculum is over.
Students should wear appropriate clothing and comfortable shoes. The lab
is cool, so warm clothing is recommended. Closed-toe shoes and long
pants are required. Flip-flops, opened-toe shoes, shorts and spaghetti-
strap tops are not permitted.
For ultrasound laboratories, appropriate attire must be clean and includes
clothing that allows for easy visualization, examination, and palpation of
the body areas being addressed, which requires partial exposure of the body.
On such days, students will be required to dress in a fashion that will allow
examination of these areas (denoted as “OMM Dress Code”; Section 6.5.1).
• Students should avoid wearing any heavy or thick-seamed clothing;
clothing that restricts movement or visualization of the area under
examination; and any inappropriately revealing clothing.
• Students may need to remove their shirts to reveal the back, rib cage
and abdomen. Women may wear sports bras or bathing suit tops
beneath their shirts or scrubs during these lab sessions.
Hats or other head coverings (other than for religious purposes) are not
permitted in anatomy or ultrasound labs. In ultrasound labs, religious head
coverings are to be removed when they would obscure the immediate area
to be examined (e.g., head, neck, and upper back) and may be immediately
replaced after this portion of ultrasound training.
Lockers are available in the locker rooms adjacent to the lab where students
may store their gross anatomy lab clothes. Students must provide their own
locks and leave all their personal belongings in a locker instead of stacking
them in the fourth-floor lobby outside the laboratory. In addition, the
lockers are to be used when taking a gross anatomy practical exam.
Students are not to leave their personal belongings in the fourth-floor lobby.
Protective eyewear is suggested but not required (students provide their own
eyewear). Soft contact lenses are NOT recommended in the lab as they
may absorb chemicals used in the laboratory.
209
6.5.3 Clinical Skills Laboratory Dress Code
Students are expected to dress appropriately for Clinical Skills laboratory
exercises. Appropriate dress varies based on the activity of the day and is
clearly stated in the course syllabi. Unless otherwise stated, students will
adhere to the standard “CUSOM dress code” as outlined in this Academic
Bulletin (Section 6.5). White consultation coats are required for all Clinical
Skills sessions.
NO opened-toe shoes are permitted at any time during Clinical Skills
sessions. Students are permitted to wear neat, clean athletic shoes or clogs
when wearing “scrubs” or “OMM dress code”; Section 6.5.1.
The laboratory sessions during Clinical Skills involve physical examination
of classmates, models, and standardized patients, and students are expected
to demonstrate professionalism when examining patients and classmates.
The development of a professional approach to performing a physical exam
is crucial and students are required to fully participate in Clinical Skills labs
which require physical examination. Randomly selected student lab
partners allow for a broad range of exposure and experience diagnosing and
treating patients with different body types, both male and female.
No student will be required to examine, or be examined by, a classmate or
faculty member for breast, genital, or rectal exams. However, there will be
sessions, such as when practicing examination of the heart, lungs, abdomen,
or extremities, which will require partial exposure of the body. On such
days, students will be required to dress in a fashion that will allow
examination of these areas (denoted as “OMM Dress Code”; Section 6.5.1).
Ladies should wear sports bras or bathing suit tops when exposure of the
thorax is needed. No short shorts, tight garments, or attire with inappropriate
slogans, are allowed in Clinical Skills Lab sessions. Lab sessions requiring
“scrubs” are announced in advance and will be delineated in the course
syllabus. White coats must be worn for all encounters with Standardized
Patients. Professional dress and a white coat are required for ALL Final
OSCE Examinations.
Faculty and staff reserve the right to refuse admission to students not
compliant with the dress code as set forth in this document. Students who
are not permitted to participate in a Clinical Skills, Simulation or OSCE lab
or exam due to non-adherence to the dress code will receive an unexcused
absence and may be issued a grade of zero (0) for any graded exercise.
210
6.6 Academic Standing and Progress
6.6.1 Academic Standing and Academic Progress
Academic Standing is defined as a student’s status at any time within a given
academic Block or clinical rotation of the CUSOM curriculum. A student who
is in good academic standing is one with a passing grade in all completed
courses or rotations at any given point in time and not on Academic Probation.
This information is used in determining eligibility for students to participate in
CUSOM approved activities, such as conferences, student organizations, etc.
Students wishing to serve as officers in clubs/organizations or participate in
events, travel to meetings or other related activities must have a minimum GPA
of 3.0 on a 4.0 scale to be considered.
Years 1 and 2
Academic Progress for students in Years 1 and 2 of the curriculum requires
passing all courses in all Blocks in a sequential manner (i.e., all curricular
requirements for Block 1 must be satisfied before a student may start Block 2;
Block 2 requirements before Block 3; and Block 3 requirements before Block
4, etc.), successfully completing all curricular requirements in the Blocks and
meeting the requirements as set forth by the APPS Committee for students,
including those in a Modified Course of Study. Students must also demonstrate
adequate development in professionalism as determined by the faculty and
administration. Completion of all Year 1 curricular requirements must be
satisfied before a student is promoted to, and may start, Year 2 coursework.
In order to be permitted to sit for COMLEX-USA Level 1, the student must
pass the CABS II course and all prior coursework (i.e., be in good academic
standing) as delineated in Section 6.6.2.1 of this Bulletin, as well as any other
requirements as set forth by the NBOME.
Students who pass the CABS II course and have met all other curricular
requirements for Years 1 and 2 are considered “provisional” third-year students
and allowed to participate in clinical rotations. Full third-year status is not
granted until a student passes COMLEX-USA Level 1.
Years 3 and 4
Successful academic progress for students in Years 3 and 4 of the curriculum
includes successful completion of all clinical rotations, end-of-rotation exams,
and any other requirements, including but not limited to, clinical modules,
procedure and patient logs, Call Back Fridays, and their evaluations of the site
and their preceptor. In addition, students who have been placed in a Modified
Course of Study must meet any requirements set forth by the APPS Committee.
211
Each student must pass the COMLEX-USA Level 2 Cognitive Evaluation (CE)
as well as the COMLEX-USA Level 2 Physical Examination (PE)* prior to
graduation.
*NOTE: As of the date of this Bulletin, the NBOME and the COCA have
temporarily waived the passing of COMLEX-USA Level 2-PE as a
graduation requirement for the Class of 2023. As such, to be eligible
to graduate, each student must have successfully completed
CUSOM’s Clinical Skills Assessment Program which includes both
a longitudinal assessment of student performance and an on-campus
multi-station Objective Structured Clinical Exam (OSCE) during
the fourth year. This multi-station OSCE, also called the Physical
Exam-Qualifying Exam (PE-QE), requires students to successfully
demonstrate the fundamental clinical skills and physician-related
competency domains required for graduation, entrance into
supervised graduate medical education programs, and the provision
of safe osteopathic medical care of patients.
In order to be permitted to sit for COMLEX-USA Level 2-CE, the student must
achieve a passing score on a CUSOM-identified Qualifying Exam (QE) and
have passed all prior coursework (i.e., be in good academic standing) as
delineated in Section 6.6.2.1 of this Bulletin, as well as any other requirements
as set forth by the NBOME.
Students who do not pass the QE after three (3) consecutive attempts are
referred to the APPS Committee and required to choose to participate in a Board
review program or can elect to go on Suspension to study on their own as
delineated in Section 6.6.2.3 of this Bulletin.
As of the date of this Bulletin, the NBOME and the COCA have temporarily
waived the passing of COMLEX-USA Level 2-PE as a graduation requirement
for the Class of 2023. As such, to be eligible to graduate, each student, the
student must have successfully completed CUSOM’s Clinical Skills
Assessment Program which includes both a longitudinal assessment of student
performance and an on-campus multi-station Objective Structured Clinical
Exam (OSCE) during the fourth year.
In addition, the student must have passed all prior coursework (i.e., be in good
academic standing) as delineated in Section 6.6.2.1 of this Bulletin, as well as
any other requirements as set forth by the NBOME.
Students who experience difficulty successfully completing any element(s) of
the CUSOM curriculum or any level of the COMLEX examination series in a
timely manner according to the academic calendar and requirements set forth
in this Bulletin may be required to complete a board preparation program or be
placed into a Modified Course of Study.
212
Students placed in a Modified Course of Study must agree to comply with the
plan as determined by the APPS Committee. As long as the student is making
satisfactory progress in the Modified Course of Study, they will remain in full-
time status.
Students who do not follow the Modified Course of Study, or who do not make
satisfactory academic progress while in a Modified Course of Study, may be
referred to the APPS Committee for additional required remediation, or
additional sanctions up to, and including, dismissal from the program.
Six (6) Year Graduation Requirement
In accordance with COCA standards, single degree DO students must
complete their education within six (6) years following matriculation. To
become eligible for graduation, each student must successfully complete all
the above requirements within six (6) years following matriculation.
The six (6) years allow for the completion of a Modified Course of Study due
to medical, academic, behavioral or other leave of absence.
The Dean may, in exceptional circumstances, grant an extension to this 6-year
rule.
Fourth-year students should refer to Section 6.9.1 of this Bulletin for further
information regarding graduation requirements. Students not making
satisfactory academic progress towards graduation will be referred to the APPS
Committee for review and further recommendations, which may include but is
not limited to, placement on a Modified Course of Study, Academic Probation
or Dismissal from the program.
6.6.2 National Board (Licensing) Exams
Students are required to pass the COMLEX-USA Level 1, COMLEX-USA
Level 2-CE, and the COMLEX-USA Level 2-PE* prior to graduation as
outlined in the table of milestones below.
A student is permitted only three (3) attempts to pass COMLEX-USA
Level 1 and only three (3) attempts to pass COMLEX-USA Level 2-CE.
Failure to achieve a passing score in three (3) attempts on either Level will
result in the student being dismissed from the program.
In order to be permitted to sit for COMLEX-USA Level 1 and Level 2-CE, the
student must be in good academic standing and also satisfactorily complete a
Qualifying Process which may include achieving a pre-identified “passing”
score on a Qualifying Exam (QE) such as a CUSOM-proctored College of
Osteopathic Medicine Self-Assessment Exam (COMSAE) or a similar exam.
CUSOM identifies the passing parameters prior to each Qualifying Exam.
213
Students are permitted to register for COMLEX-USA Level 1 or Level 2-CE
prior to passing the required Qualifying Exam (QE); however, students failing
satisfactorily complete the Qualifying Process are not permitted to take
COMLEX-USA Level 1 or Level 2-CE.
The CABS II (OMED 690) course during Block 8 serves as a capstone to the
first two years of the curriculum. This credit-bearing course is designed to
review, integrate, and consolidate the content from the first two years with the
requisite knowledge and skills for clinical rotations. Completion of this course
will also prepare students for successful passage of COMLEX-USA Level 1
and entry into third-year clinical rotations.
Prior to receiving their COMLEX-USA Level 1 scores, all students, including
those on appeal for failure to complete any required coursework, are considered
“provisional” third-year students and allowed to participate in clinical rotations.
Full third-year status is not granted until a student passes COMLEX-USA Level
1.
Academic Progress Milestones
Successful Completion of All Courses During Blocks 1-8
Satisfactory Completion of a Qualifying Process for COMLEX-USA Level 1
Successful Completion of COMLEX-USA Level 1
Successful Completion of COMAT/Equivalent Subject Examinations for Core Rotations
Satisfactory Evaluation by Clinical Faculty for Each Clinical Rotation
Successful Completion of Third-Year Rotations and OSCEs
Satisfactory Completion of a Qualifying Process for COMLEX-USA Level 2-CE
Successful Completion of COMLEX-USA Level 2-CE
Successful Completion of COMLEX-USA Level 2-PE or Equivalent*
Successful Completion of Fourth-Year Rotations
*NOTE: As of the date of this Bulletin, the NBOME and the COCA have
temporarily waived the passing of COMLEX-USA Level 2-PE as a
graduation requirement for the Class of 2023. As such, to be eligible to
graduate, each student must have successfully completed CUSOM’s
Clinical Skills Assessment Program which includes both a longitudinal
assessment of student performance and an on-campus multi-station
Objective Structured Clinical Exam (OSCE) during the fourth year.
This multi-station OSCE, also called the Physical Exam-Qualifying
Exam (PE-QE), requires students to successfully demonstrate the
fundamental clinical skills and physician-related competency domains
required for graduation, entrance into supervised graduate medical
education programs, and the provision of safe osteopathic medical care
of patients.
214
Accommodations on COMLEX-USA Exams
Students who want to request accommodations for any COMLEX-USA
examination must submit their applications directly to the NBOME within
the timeframe designated by the NBOME. Please contact the NBOME directly
for more information:
https://www.nbome.org
CUSOM is not responsible for requesting or approving COMLEX-USA testing
accommodations.
Note: The NBOME has specific accommodation criteria and may deny a
student’s accommodation request, even if that student has been granted
accommodations by CUSOM.
6.6.2.1 COMLEX-USA Level 1
In order to be permitted to sit for COMLEX-USA Level 1, the student
also satisfactorily complete a Qualifying Process.
Students are permitted to register for COMLEX-USA Level 1 prior to
passing the Qualifying Exam (QE); however, students failing to meet
the minimum CUSOM pre-identified score on the QE are not
permitted to take COMLEX-USA Level 1.
Students must complete the Clinical Applications of Biomedical
Sciences (CABS) I and II courses in Blocks 5 and 8, respectively, and
MUST sit for COMLEX-USA Level 1 prior to the start of
Simulation Medicine (OMED 770), the first rotation of the third
academic year, depending on the Qualifying Process.
Students are permitted to register for COMLEX-USA Level 1 prior to
passing the CABS II (OMED 690) course.
Students are not permitted to sit for COMLEX-USA Level 1 until
they pass the CABS II course. A student who fails the CABS II
course is not in good academic standing and, per NBOME
regulations, is not eligible to sit for the COMLEX-USA Level 1
exam.
Students who have passed CABS II must sit for COMLEX-USA
Level 1 prior to the start of the Simulation Medicine (OMED 770)
rotation.
Students are not permitted to begin clinical rotations until they
have taken COMLEX-USA Level 1.
215
Permission to remain on rotations is contingent on passing
COMLEX-USA Level 1.
Please note that all COMs are required by the NBOME to provide
attestation that the student is in good academic and professional
standing before the NBOME will allow a student to sit for
COMLEX-USA Level 1.
https://www.nbome.org/assessments/comlex-usa/comlex-usa-
level-1/eligibility/
6.6.2.2 Qualifying Process to sit for COMLEX-USA Level 1
Students who pass the first or second Qualifying Exam
Students who pass a Qualifying Exam (QE) for COMLEX-USA Level
1 (QE-L1) on the first (QE-L1-1) or second (QE-L1-2) attempt will
have successfully completed the CABS II (OMED 690) course
(earning a grade of P) and are eligible to sit for COMLEX-USA Level
1, which must be taken by the beginning of the Simulation Medicine
(OMED 770) rotation.
CUSOM determines the passing score on each Qualifying Exam such
as a CUSOM-proctored College of Osteopathic Medicine Self-
Assessment Exam (COMSAE) or a similar exam.
CUSOM pays for the first Qualifying Exam (QE-L1-1); however,
students are responsible for the cost of subsequent exams.
Students who do not pass the first or second Qualifying Exam
A student who does not pass a Level 1 Qualifying Exam (QE) on their
first (QE-L1-1) or second (QE-L1-2) attempt is required to choose,
and successfully complete, one of the following Options in order to
pass the CABS II (OMED 690) course (earn a grade of P) and be
released to sit for COMLEX-USA Level 1.
• Kaplan Program (Option 1)
• BBC Program (Option 2)
• PASS Program (Option 3)
• Voluntarily choose to take a Suspension (Option 4)
o Students who voluntarily choose to take a Suspension
(Option 4) may utilize any Board preparation materials or
programs of their choice and are permitted to take COMLEX
at the time of their choosing, however they must provide
evidence of a passing score on COMLEX-USA Level 1
within 180 days of the start of the suspension or they will be
dismissed from CUSOM.
216
Students participating in a Boards preparation program must
meet all program requirements, which includes, but is not limited
to, strict adherence to all timelines related to the completion of
study assignments and assessment examinations. Failure to do so
will result in referral to the APPS Committee for non-adherence
to the agreed process and may result in sanctions up to and
including Suspension or Dismissal.
OPTION 1: The student is required to complete a Board
preparation program.
This program is four weeks in duration and primarily
consists of faculty-delivered presentations focused on
high yield topics in advance of the licensing exam. The
presentations are provided by faculty identified by
Kaplan as excellent in their disciplines, and with
significant experience in Board preparation. Students
must attend this four-week component of the CABS II
course AND achieve a passing score on the third
Qualifying Exam (QE-L1-3). The passing score for the
third Qualifying Exam (QE-L1-3) is determined after
administration of this exam and is based upon class
statistics, in a manner consistent with common
practices in higher education and CUSOM grading
practices across the four-year curriculum. The
qualifying score is determined based upon cohort
performance with contextual reference to prior
cohort’s performance on qualifying examinations as
well as on licensure examinations.
Qualifying exam scores do not round up, and failing
to achieve a passing score is not appealable.
Failure to achieve the qualifying score requirement on
the third Qualifying Exam (QE-L1-3) will result in a
failing grade for the CABS II course and referral to the
APPS Committee. Remediation, if granted, is
determined by the APPS Committee.
A student who has failed the third Qualifying Exam
(QE-L1-3) in this path will be placed on a Modified
Course of Study (MCOS; see Section 6.6.3) and cannot
start clinical rotations until such time as remediation of
the failed CABS II course is complete. Similarly,
participation in the Simulation Medicine (OMED 770)
rotation may be impacted as well.
217
OPTION 2: The student is required to complete a Board
preparation program.
This program is the Boards Boot Camp Ultra Program
(http://www.boardsbootcamp.com). This program is
at the student’s expense and will not exceed a
timeframe established by the APPS Committee.
The student is not allowed to start clinical rotations
until they sit for COMLEX-USA Level 1.
Permission to continue on rotations is contingent upon
passing COMLEX-USA Level 1.
Students are not permitted to sit for COMLEX-USA
Level 1 until Boards Boot Camp confirms to
CUSOM successful completion of the program.
Students will be placed on a modified Course of Study
(MCOS; see Section 6.6.3) if their COMLEX-USA
Level test date falls after the conclusion Simulation
Medicine (OMED 770), the first rotation of the third
academic year.
If BBC requires a student to complete an NBOME
COMSAE as part of the program, CUSOM will
purchase the COMSAE directly from the NBOME and
bill the cost of the exam to the student’s account.
Students will allow CUSOM access to, and share as
necessary, the results and scores for any practice
exams, including, but not limited to any NBOME
COMSAE exams.
Students must adhere to the directions and program
requirements of BBC, which includes strict adherence
to all timelines related to the completion of study
assignments and the Post-Course Diagnostic Exam
(PCDE) or other equivalent exam as determined by
BBC. Failure to pass the PCDE (or other equivalent
exam as determined by BBC) may result in a return
visit to APPS Committee for further review as
delineated in this Bulletin.
Once a student passes the PCDE (or other equivalent
exam as determined by BBC) and has successfully
completed the program per BBC, they must sit for
COMLEX-USA Level 1 by the date identified in their
plan, which can be no later than 14 days following the
PCDE (or other equivalent exam as determined by
BBC) unless approved by BBC and the APPS
218
Committee. Failure to do so may result in a return visit
to APPS Committee for further review as delineated in
this Bulletin.
Failure to follow the timeline established by BBC or
any subsequent further delay in sitting for COMLEX-
USA Level 1 may delay the student’s graduation date
and adversely impact the ability to participate in the
residency match process.
OPTION 3: The student is required to complete a Board
preparation program.
This program is the PASS Program and the student
may choose either the in-person or virtual option
(https://www.pass-program.com/). This program is at
the student’s expense and will not exceed a timeframe
established by the APPS Committee.
The student is not allowed to start clinical rotations
until they sit for COMLEX-USA Level 1.
Permission to continue on rotations is contingent upon
passing COMLEX-USA Level 1.
Students are not permitted to sit for COMLEX-USA
Level 1 until the PASS Program confirms to CUSOM
successful completion of the program. Students will
be placed on a modified Course of Study (MCOS; see
Section 6.6.3) if their COMLEX-USA Level test date
falls after the conclusion Simulation Medicine (OMED
770), the first rotation of the third academic year.
If PASS requires a student to complete an NBOME
COMSAE as part of the program, CUSOM will
purchase the COMSAE directly from the NBOME and
bill the cost of the exam to the student’s account.
Students will allow CUSOM access to, and share as
necessary, the results and scores for any practice
exams, including, but not limited to any NBOME
COMSAE exams.
Students must adhere to the directions and program
requirements of PASS. Once a student successfully
completes the PASS program, they must sit for
COMLEX-USA Level 1 by the date identified in their
plan, which can be no later than 14 days following the
completion of the program, unless approved by the
219
PASS program and the APPS Committee. Failure to
do so may result in a return visit to APPS Committee
for further review as delineated in this Bulletin.
Failure to follow the timeline established by PASS or
any subsequent further delay in sitting for COMLEX-
USA Level 1 may delay the student’s graduation date
and adversely impact the ability to participate in the
residency match process. Failure to do so may result
in a return visit to APPS Committee for further review
as delineated in this Bulletin.
OPTION 4: The student voluntarily chooses to be placed on
Suspension, during which time they may utilize any
Board preparation materials or programs of their
choice.
Suspension is defined as a temporary separation from
the institution and during this period students are not
enrolled, not registered and not eligible for
financial aid.
Students choosing Option 4 are not permitted to return
from Suspension and begin clinical rotations until they
achieve a passing score on COMLEX-USA Level 1.
Per the DO Academic Bulletin, students have a
maximum of three (3) attempts to pass COMLEX-
USA Level 1.
Regardless of the number of attempts a student makes
on COMLEX-USA Level 1 while on Suspension (up
to a maximum of three (3) total attempts), verification
of a passing score on COMLEX-USA Level 1 must be
provided within 180 days of the start of Suspension.
Students choosing Option 4 must provide evidence of
a passing score on COMLEX-USA Level 1 within
180 days of the start of the Suspension or they will
be dismissed from CUSOM.
While on Suspension, students must not represent
themselves as CUSOM students. In addition, they may
not be on the University campus or affiliated clinical
campuses, participate in any clinical activities or wear
their CUSOM white coat.
220
If the terms set out under the Suspension are not
fulfilled, or the period of Suspension is greater than
180 calendar days, the student will be dismissed from
CUSOM.
6.6.2.3 Rescheduling a COMLEX Exam
All students are responsible for coordinating with the NBOME their
own logistics, and their own payment methods, to sit for COMLEX
examinations. CUSOM is not responsible for any fees associated with
scheduling or rescheduling COMLEX dates. NBOME requirements,
including fee schedules, may be found on the NBOME website.
Students are encouraged to consider the costs of these exams, and
rescheduling fees, in planning their budgets.
Please note that all COMs are required by the NBOME to provide
attestation that the student is in good academic and professional
standing before the NBOME will allow a student to sit for a
COMLEX examination.
https://www.nbome.org/assessments/comlex-usa/comlex-usa-
level-1/eligibility/
Although a student must schedule a COMLEX test date, CUSOM
must approve the student to sit for the exam. As such, if a student fails
a course (e.g., CABS II at the end of Block 8) or a clinical rotation
near a scheduled COMLEX test date, the student would not be in good
academic standing and CUSOM is obligated to cancel the approval
for the scheduled test date per NBOME regulations. Once the failed
grade is rectified, the student may reschedule the licensing exam.
6.6.2.4 Failure of COMLEX-USA Level 1
Failure of COMLEX-USA Level 1 on the First Attempt
A student who fails COMLEX-USA Level 1 on their initial attempt is
removed from clinical rotations, referred to the APPS Committee,
placed on Academic Probation, and required to choose one of the three
options listed below.
A student who fails COMLEX-USA Level 1 on their first attempt,
and who has already successfully completed BOTH Boards Boot
Camp (Option 1) and the PASS Program (Option 2) will be placed
on Suspension according to the terms described in Option 3.
Participation in a Boards preparation program after a COMLEX
failure requires the student to enter a MCOS; see Section 6.6.3. If the
student is already on a MCOS, adjustments to the MCOS may be
221
required. In either case, a MCOS may result in a delay in the student’s
completion of program requirements and graduation, which may in
turn affect their ability to participate in the residency match process.
Upon successful completion of the Boards preparation program, the
student is required to sit for COMLEX-USA Level 1 for the
second attempt by the date identified in their plan, which can be
no later than 14 days following the completion of the program,
unless approved by the program and the APPS Committee.
Failure to do so may result in a return visit to APPS Committee
for further review as delineated in this Bulletin.
Students participating in a Boards preparation program must
meet all program requirements, which includes, but is not limited
to, strict adherence to all timelines related to the completion of
study assignments and assessment examinations. Failure to do so
will result in referral to the APPS Committee for non-adherence
to the agreed process and may result in sanctions up to and
including Suspension or Dismissal.
OPTION 1: The student is placed in a Modified Course of Study
(MCOS; see Section 6.6.3), during which they are
required to complete a Board preparation program.
This program is the Boards Boot Camp Ultra Program
(http://www.boardsbootcamp.com). This program is
at the student’s expense and will not exceed a
timeframe established by the APPS Committee.
The student is removed from clinical rotations and
not allowed to continue clinical rotations until they
sit for COMLEX-USA Level 1 a second time.
Students are not permitted to sit for COMLEX-USA
Level 1 until Boards Boot Camp confirms to
CUSOM successful completion of the program.
If BBC requires a student to complete an NBOME
COMSAE as part of the program, CUSOM will
purchase the COMSAE directly from the NBOME and
bill the cost of the exam to the student’s account.
Students will allow CUSOM access to, and share as
necessary, the results and scores for any practice
exams, including, but not limited to any NBOME
COMSAE exams.
222
Students must adhere to the directions and program
requirements of BBC, which includes strict adherence
to all timelines related to the completion of study
assignments and the Post-Course Diagnostic Exam
(PCDE) or other equivalent exam as determined by
BBC. Failure to pass the PCDE (or other equivalent
exam as determined by BBC) may result in a return
visit to the APPS Committee for further review as
delineated in this Bulletin.
Once a student passes the PCDE (or other equivalent
exam as determined by BBC) and has successfully
completed the program per BBC, they must sit for
COMLEX-USA Level 1 by the date identified in their
plan, which can be no later than 14 days following the
PCDE unless approved by BBC and the APPS
Committee. Failure to do so may result in a return visit
to APPS Committee for further review as delineated in
this Bulletin.
Failure to follow the timeline established by BBC or
any subsequent further delay in sitting for COMLEX-
USA Level 1 may delay the student’s graduation date
and adversely impact the ability to participate in the
residency match process.
OPTION 2: The student is placed in a Modified Course of Study
(MCOS; see Section 6.6.3), during which they are
required to complete a Board preparation program.
This program is the PASS Program and the student
may choose either the in-person or virtual option
(https://www.pass-program.com/). This program is at
the student’s expense and will not exceed a timeframe
established by the APPS Committee.
The student is removed from clinical rotations and
not allowed to continue on clinical rotations until
they sit for COMLEX-USA Level 1 a second time.
Students are not permitted to sit for COMLEX-USA
Level 1 until the PASS Program confirms to CUSOM
successful completion of the program.
If PASS requires a student to complete an NBOME
COMSAE as part of the program, CUSOM will
purchase the COMSAE directly from the NBOME and
223
bill the cost of the exam to the student’s account.
Students will allow CUSOM access to, and share as
necessary, the results and scores for any practice
exams, including, but not limited to any NBOME
COMSAE exams.
Students must adhere to the directions and program
requirements of PASS. Once a student successfully
completes the PASS Program, they must sit for
COMLEX-USA Level 1 by the date identified in their
plan, which can be no later than 14 days following the
completion of the program, unless approved by the
PASS Program and the APPS Committee. Failure to
do so may result in a return visit to the APPS
Committee for further review as delineated in this
Bulletin.
Failure to follow the timeline established by PASS or
any subsequent further delay in sitting for COMLEX-
USA Level 1 may delay the student’s graduation date
and adversely impact the ability to participate in the
residency match process.
OPTION 3: The student voluntarily chooses to be placed on
Suspension, during which time they may utilize any
Board preparation materials or programs of their
choice.
Suspension is defined as a temporary separation from
the institution and during this period students are
removed from clinical rotations, not enrolled, not
registered and are not eligible for financial aid.
Students choosing Option 3 are not permitted to return
from Suspension and resume clinical rotations until
they achieve a passing score on COMLEX-USA Level
1.
Per the DO Academic Bulletin, students have a
maximum of three (3) attempts to pass COMLEX-
USA Level 1.
Regardless of the number of attempts a student makes
on COMLEX-USA Level 1 while on Suspension (up
to a maximum of three (3) total attempts), verification
of a passing score on COMLEX Level 1 must be
provided within 180 days of the start of Suspension.
224
Students choosing Option 3 must provide evidence of
a passing score on COMLEX-USA Level 1 within
180 days of the start of the Suspension or they will
be dismissed from CUSOM.
While on Suspension, students must not represent
themselves as CUSOM students. In addition, they may
not be on the University campus or affiliated clinical
campuses, participate in any clinical activities or wear
their CUSOM white coat.
If the terms set out under the Suspension are not
fulfilled, or the period of Suspension is greater than
180 calendar days, the student will be dismissed from
CUSOM.
Failure of COMLEX-USA Level 1 on the Second Attempt
A student who fails COMLEX-USA Level 1 a second time is removed
from clinical rotations, referred to the APPS Committee, and required
to choose one of the three options listed below.
A student who fails COMLEX-USA Level 1 on their second
attempt, and who has already successfully completed BOTH
Boards Boot Camp (Option 1) and the PASS Program (Option 2)
will be placed on Suspension according to the terms described in
Option 3.
Participation in a Boards preparation program after a COMLEX
failure requires the student to enter a MCOS; see Section 6.6.3. If the
student is already on a MCOS, adjustments to the MCOS may be
required. In either case, a MCOS may result in a delay in the student’s
completion of program requirements and graduation, which may in
turn affect their ability to participate in the residency match process.
Upon successful completion of the Boards preparation program, the
student is required to sit for COMLEX-USA Level 1 for the third,
and final, time by the date identified in their plan, which can be
no later than 14 days following the completion of the program,
unless approved by the program and the APPS Committee.
Failure to do so may result in a return visit to APPS Committee
for further review as delineated in this Bulletin.
Students participating in a Boards preparation program must
meet all program requirements, which includes, but is not limited
to, strict adherence to all timelines related to the completion of
study assignments and assessment examinations. Failure to do so
225
will result in referral to the APPS Committee for non-adherence
to the agreed process and may result in sanctions up to and
including Suspension or Dismissal.
A student is permitted only three (3) attempts to pass COMLEX-
USA Level 1, after which they will be dismissed from the program.
OPTION 1: The student is placed in a Modified Course of Study
(MCOS; see Section 6.6.3), during which they are
required to complete a Board preparation program.
This program is the Boards Boot Camp Ultra Program
(http://www.boardsbootcamp.com). This program is
at the student’s expense and will not exceed a
timeframe established by the APPS Committee.
The student is removed from clinical rotations and
is not allowed to resume clinical rotations until they sit
for COMLEX-USA Level 1 for a third, and final, time.
Students are not permitted to sit for COMLEX-USA
Level 1 until Boards Boot Camp confirms to
CUSOM successful completion of the program.
If BBC requires a student to complete an NBOME
COMSAE as part of the program, CUSOM will
purchase the COMSAE directly from the NBOME and
bill the cost of the exam to the student’s account.
Students will allow CUSOM access to, and share as
necessary, the results and scores for any practice
exams, including, but not limited to any NBOME
COMSAE exams.
Once a student passes the Post-Course Diagnostic
Exam (PCDE) or other equivalent exam as determined
by BBC and has successfully completed the program
per BBC, they must sit for COMLEX-USA Level 1 for
a third, and final, time by the date identified in their
plan, which can be no later than 14 days following the
PCDE unless approved by BBC and the APPS
Committee. Failure to pass the PCDE (or other
equivalent exam as determined by BBC) may result in
a return visit to APPS Committee for further review as
delineated in this Bulletin.
Students must adhere to the directions and program
requirements of BBC, which includes strict adherence
226
to all timelines related to the completion of study
assignments and the PCDE (Post-Course Diagnostic
Exam or other equivalent exam identified by BBC).
Failure to do so may result in a return visit to the APPS
Committee for further review as delineated in this
Bulletin.
Failure to follow the timeline established by BBC or
any subsequent further delay in sitting for COMLEX-
USA Level 1 may delay the student’s graduation date
and adversely impact the ability to participate in the
residency match process.
Note: Students who have already completed
Boards Boot Camp are not eligible for
Option 1 and must choose either Option 2 or
Option 3.
OPTION 2: The student is placed in a Modified Course of Study
(MCOS; see Section 6.6.3), during which they are
required to complete a Board preparation program.
This program is the PASS Program and the student
may choose either the in-person or virtual option
(https://www.pass-program.com/). This program is at
the student’s expense and will not exceed a timeframe
established by the APPS Committee.
The student is removed from clinical rotations and
is not allowed to resume clinical rotations until they sit
for COMLEX-USA Level 1 for a third, and final, time.
Students are not permitted to sit for COMLEX-USA
Level 1 until the PASS Program confirms to CUSOM
successful completion of the program.
If PASS requires a student to complete an NBOME
COMSAE as part of the program, CUSOM will
purchase the COMSAE directly from the NBOME and
bill the cost of the exam to the student’s account.
Students will allow CUSOM access to, and share as
necessary, the results and scores for any practice
exams, including, but not limited to any NBOME
COMSAE exams.
Students must adhere to the directions and program
requirements of PASS. Once a student successfully
227
completes the PASS program, they must sit for
COMLEX-USA Level 1 for a third, and final, time
by the date identified in their plan, which can be no
later than 14 days following the completion of the
program, unless approved by the PASS program and
the APPS Committee. Failure to complete the PASS
program may result in a return visit to the APPS
Committee for further review as delineated in this
Bulletin.
Failure to follow the timeline established by PASS or
any subsequent further delay in sitting for COMLEX-
USA Level 1 may delay the student’s graduation date
and adversely impact the ability to participate in the
residency match process.
Note: Students who have already completed the
PASS program are not eligible for Option 2
and must choose either Option 1 or Option
3.
OPTION 3: The student voluntarily chooses to be placed on
Suspension, during which time they may utilize any
Board preparation materials or programs of their
choice.
Suspension is defined as a temporary separation from
the institution and during this period students are
removed from clinical rotations, not enrolled, not
registered and not eligible for financial aid.
Students choosing Option 3 are not permitted to return
from Suspension and resume clinical rotations until
they achieve a passing score on COMLEX-USA Level
1.
Per the DO Academic Bulletin, students have a
maximum of three (3) attempts to pass COMLEX-
USA Level 1.
Regardless of the number of attempts a student makes
on COMLEX-USA Level 1 while on Suspension (up
to a maximum of three (3) total attempts), verification
of a passing score on COMLEX-USA Level 1 must
be provided within 180 days of the start of
Suspension.
228
Students choosing Option 3 must provide evidence of
a passing score on COMLEX-USA Level 1 within
180 days of the start of the Suspension or they will
be dismissed from CUSOM.
While on Suspension, students must not represent
themselves as CUSOM students. In addition, they may
not be on the University campus or affiliated clinical
campuses, participate in any clinical activities or wear
their CUSOM white coat.
If the terms set out under the Suspension are not
fulfilled, or the period of Suspension is greater than
180 calendar days, the student will be dismissed from
CUSOM.
6.6.2.5 COMLEX-USA Level 2-CE
Third-year students must take, and pass, an end-of-rotation exam after
each core clinical rotation. In addition to demonstrating the student
has achieved the rotation learning objectives, these exams function to
prepare students for COMLEX-USA Level 2-CE.
During the Residency Development (OMED 870) rotation, all
students must successfully complete an on-campus multi-station
Objective Structured Clinical Exam (OSCE). This multi-station
OSCE, also called the Physical Exam-Qualifying Exam (PE-QE),
requires students to successfully demonstrate the fundamental clinical
skills and physician-related competency domains required for
graduation, entrance into supervised graduate medical education
programs, and the provision of safe osteopathic medical care.
Students must schedule their COMLEX-USA Level 2-CE test
date no later than March 15 of the MS-3 year and sit for the exam
no later than November 1 of the MS-4 year unless otherwise
approved, on a modified course of study (MCOS; see Section
6.6.3), or approved by the APPS Committee.
6.6.2.6 Qualifying Process to sit for COMLEX-USA Level 2-CE
Eligibility to take COMLEX-USA Level 2-CE
In order to be permitted to sit for COMLEX-USA Level 2-CE, the
student must achieve a pre-identified “passing” score on a Qualifying
Exam (QE-L2) such as a CUSOM-proctored College of Osteopathic
Medicine Self-Assessment Exam (COMSAE) or a similar exam.
CUSOM identifies the passing parameters prior to each Qualifying
Exam.
229
Students must have completed their second-year of study and
have passed COMLEX-USA Level 1 to be eligible to sit for
COMLEX-USA Level 2-CE.
Please note that all COMs are required by the NBOME to provide
attestation that the student is in good academic and professional
standing before the NBOME will allow a student to sit for
COMLEX-USA Level 2-CE.
https://www.nbome.org/assessments/comlex-usa/comlex-usa-
level-2-ce/eligibility/
Students are permitted to register for COMLEX-USA Level 2-CE
prior to passing the Qualifying Exam (QE-L2); however, students
failing to meet the minimum CUSOM pre-identified score on the QE
are not permitted to sit for COMLEX-USA Level 2-CE.
CUSOM identifies the passing parameters for this exam and pays for
the first QE (QE-L2-1); however, students are responsible for the cost
of subsequent exams.
Students are permitted to register for COMLEX-USA Level 2-CE
prior to passing the QE-L2-1; however, students failing to meet the
minimum CUSOM pre-identified score on three (3) attempts are not
permitted to sit for COMLEX-USA Level 2-CE.
The first Qualifying Exam (QE-L2-1) is typically administered in
January of the third year. The second Qualifying Exam (QE-L2-2) is
typically administered in February of the third year. The third
Qualifying Exam (QE-L2-3) is typically administered in March of the
third year.
If January is a vacation month, the student will start his/her cycle of
exam attempts in February and complete his/her cycle on April. In
addition, if any student’s vacation month is scheduled for February or
March, the student will have until April to complete the three-attempt
cycle of QE-L2 in order to qualify for COMLEX-USA Level 2-CE.
Students who do not pass a Qualifying Exam for COMLEX-USA
Level 2-CE
A student who does not pass the QE-L2 after three (3) consecutive
attempts is removed from clinical rotations, referred to the APPS
Committee, and required to choose one of the three options listed
below.
230
Participation in a Boards preparation program after failing to qualify
for COMLEX-USA Level 2-CE requires the student to enter a MCOS;
see Section 6.6.3. If the student is already on a MCOS, adjustments
to the MCOS may be required. In either case, a MCOS may result in
a delay in the student’s completion of program requirements and
graduation, which may in turn affect their ability to participate in the
residency match process.
Upon successful completion of the Boards preparation program, the
student is required to sit for COMLEX-USA Level 2-CE by the
date identified in their plan, which can be no later than 14 days
following the completion of the program, unless approved by the
program and the APPS Committee. Failure to do so may result in
a return visit to APPS Committee for further review as delineated
in this Bulletin.
Students participating in a Boards preparation program must
meet all program requirements, which includes, but is not limited
to, strict adherence to all timelines related to the completion of
study assignments and assessment examinations. Failure to do so
will result in referral to the APPS Committee for non-adherence
to the agreed process and may result in sanctions up to and
including Suspension or Dismissal.
A student is permitted only three (3) attempts to pass COMLEX-
USA Level 2-CE, after which they will be dismissed from the
program.
OPTION 1: The student is placed in a Modified Course of Study
(MCOS; see Section 6.6.3), during which they are
required to complete a Board preparation program.
This program is the Boards Boot Camp Ultra Program
(http://www.boardsbootcamp.com). This program is
at the student’s expense and will not exceed a
timeframe established by the APPS Committee.
The student is removed from clinical rotations and
not allowed to resume clinical rotations until they
sit for COMLEX-USA Level 2-CE.
Students are not permitted to sit for COMLEX-USA
Level 2-CE until Boards Boot Camp confirms to
CUSOM successful completion of the program.
If BBC requires a student to complete an NBOME
COMSAE as part of the program, CUSOM will
231
purchase the COMSAE directly from the NBOME and
bill the cost of the exam to the student’s account.
Students will allow CUSOM access to, and share as
necessary, the results and scores for any practice
exams, including, but not limited to any NBOME
COMSAE exams.
Students must adhere to the directions and program
requirements of BBC, which includes strict adherence
to all timelines related to the completion of study
assignments and the Post-Course Diagnostic Exam
(PCDE) or other equivalent exam identified by BBC.
Failure to pass the PCDE (or other equivalent exam as
determined by BBC) may result in a return visit to
APPS Committee for further review as delineated in
this Bulletin.
Once a student passes the PCDE (or other equivalent
exam) and has successfully completed the program per
BBC, they must sit for COMLEX-USA Level 2-CE by
the date identified in their plan, which can be no later
than 14 days following the PCDE (or equivalent exam)
unless approved by BBC and the APPS Committee.
Failure to do so may result in a return visit to APPS
Committee for further review as delineated in this
Bulletin.
Failure to follow the timeline established by BBC or
any subsequent further delay in sitting for COMLEX-
USA Level 2-CE may delay the student’s graduation
date and adversely impact the ability to participate in
the residency match process.
OPTION 2: The student is placed in a Modified Course of Study
(MCOS; see Section 6.6.3), during which they are
required to complete a Board preparation program.
This program is the PASS Program and the student
may choose either the in-person or virtual option
(https://www.pass-program.com/). This program is at
the student’s expense and will not exceed a timeframe
established by the APPS Committee.
The student is removed from clinical rotations and
not allowed to resume clinical rotations until they
sit for COMLEX-USA Level 2-CE.
232
Students are not permitted to sit for COMLEX-USA
Level 2-CE until the PASS Program confirms to
CUSOM successful completion of the program.
If PASS requires a student to complete an NBOME
COMSAE as part of the program, CUSOM will
purchase the COMSAE directly from the NBOME and
bill the cost of the exam to the student’s account.
Students will allow CUSOM access to, and share as
necessary, the results and scores for any practice
exams, including, but not limited to any NBOME
COMSAE exams.
Students must adhere to the directions and program
requirements of PASS. Once a student successfully
completes the PASS program, they must sit for
COMLEX-USA Level 2-CE by the date identified in
their plan, which can be no later than 14 days following
the completion of the program, unless approved by the
PASS program and the APPS Committee. Failure to
complete the PASS program may result in a return visit
to APPS Committee for further review as delineated in
this Bulletin.
Failure to follow the timeline established by PASS or
any subsequent further delay in sitting for COMLEX-
USA Level 2-CE may delay the student’s graduation
date and adversely impact the ability to participate in
the residency match process.
OPTION 3: The student voluntarily chooses to be placed on
Suspension, during which time they may utilize any
Board preparation materials or programs of their
choice.
Suspension is defined as a temporary separation from
the institution and during this period students are not
enrolled, not registered and not eligible for
financial aid.
Students choosing Option 3 are not be permitted to
return from Suspension and resume clinical
rotations until they achieve a passing score on
COMLEX-USA Level 2-CE.
233
Per the CUSOM Academic Bulletin, students have a
maximum of three (3) attempts to pass COMLEX-
USA Level 2-CE.
Regardless of the number of attempts a student makes
on COMLEX-USA Level 2-CE while on Suspension
(up to a maximum of three (3) total attempts),
verification of a passing score on COMLEX Level
2-CE must be provided within 180 days of the start
of Suspension.
Students choosing Option 3 must provide evidence of
a passing score on COMLEX-USA Level 2-CE
within 180 days of the start of the Suspension or
they will be dismissed from CUSOM.
While on Suspension, students must not represent
themselves as CUSOM students. In addition, they may
not be on the University campus or affiliated clinical
campuses, participate in any clinical activities or wear
their CUSOM white coat.
If the terms set out under the Suspension are not
fulfilled, or the period of Suspension is greater than
180 calendar days, the student will be dismissed from
CUSOM.
6.6.2.7 Excused Absences for taking COMLEX-USA Level 2-CE
Students must provide notice to the Office of Clinical Affairs, their
clinical faculty preceptor, Regional Dean/DSME (if at a core CUSOM
training site), and the Office of Clinical Affairs at least two (2) weeks
in advance of their scheduled examination date.
Eligible students shall be granted permission to be absent for 1 (one)
day from their clinical service in order to sit for the COMLEX-USA
Level 2-CE examination and will not be required to make up the time
missed.
If the COMLEX-USA Level 2-CE exam is not administered locally,
students will also be granted an absence the day prior to their
scheduled exam in order to provide adequate travel time.
Students are expected to report to their rotation in the usual
manner, the day after they take the examination unless travel
exceeds 200 miles.
234
Dates for COMLEX-USA Examinations can be found on the NBOME
website:
http://www.nbome.org
All student absence requests, including those to take COMLEX-
USA Level 1 or Level 2-CE must be made utilizing the official
CUSOM Absence Request/Submission form which may be
obtained from the Office of Clinical Affairs or found online at:
https://cuweb.wufoo.com/forms/m63yfw91siqe3g/
6.6.2.8 Failure of COMLEX-USA Level 2-CE
Failure of COMLEX-USA Level 2-CE on the First Attempt
A student who fails COMLEX-USA Level 2-CE on their initial
attempt is removed from clinical rotations, referred to the APPS
Committee, placed on Academic Probation, and required to choose
one of the three options listed below.
A student who fails COMLEX-USA Level 2-CE on their first
attempt, and who has already successfully completed BOTH
Boards Boot Camp (Option 1) and the PASS Program (Option 2)
will be placed on Suspension according to the terms described in
Option 3.
Participation in a Boards preparation program after a COMLEX
failure requires the student to enter a MCOS; see Section 6.6.3. If the
student is already on a MCOS, adjustments to the MCOS may be
required. In either case, a MCOS may result in a delay in the student’s
completion of program requirements and graduation, which may in
turn affect their ability to participate in the residency match process.
Upon successful completion of the Boards preparation program, the
student is required to sit for COMLEX-USA Level 2-CE for the
second time by the date identified in their plan, which can be no
later than 14 days following the completion of the program, unless
approved by the program and the APPS Committee. Failure to
do so may result in a return visit to APPS Committee for further
review as delineated in this Bulletin.
Students participating in a Boards preparation program must
meet all program requirements, which includes, but is not limited
to, strict adherence to all timelines related to the completion of
study assignments and assessment examinations. Failure to do so
will result in referral to the APPS Committee for non-adherence
to the agreed process and may result in sanctions up to and
including Suspension or Dismissal.
235
OPTION 1: The student is placed in a Modified Course of Study
(MCOS; see Section 6.6.3), during which they are
required to complete a Board preparation program.
This program is the Boards Boot Camp Ultra Program
(http://www.boardsbootcamp.com). This program is
at the student’s expense and will not exceed a
timeframe established by the APPS Committee.
The student is removed from clinical rotations and
not allowed to resume clinical rotations until they
sit for COMLEX-USA Level 2-CE a second time.
Students are not permitted to sit for COMLEX-USA
Level 2-CE until Boards Boot Camp confirms to
CUSOM successful completion of the program.
If BBC requires a student to complete an NBOME
COMSAE as part of the program, CUSOM will
purchase the COMSAE directly from the NBOME and
bill the cost of the exam to the student’s account.
Students will allow CUSOM access to, and share as
necessary, the results and scores for any practice
exams, including, but not limited to any NBOME
COMSAE exams.
Students must adhere to the directions and program
requirements of BBC, which includes strict adherence
to all timelines related to the completion of study
assignments and the Post-Course Diagnostic Exam
(PCDE) or other equivalent exam identified by BBC.
Failure to pass the PCDE (or other equivalent exam as
determined by BBC) may result in a return visit to
APPS Committee for further review as delineated in
this Bulletin.
Once a student passes the PCDE (or other equivalent
exam as determined by BBC) and has successfully
completed the program per BBC, they must sit for
COMLEX-USA Level 2-CE by the date identified in
their plan, which can be no later than 14 days following
the PCDE (or equivalent exam as determined by BBC)
unless approved by BBC and the APPS Committee.
Failure to do so may result in a return visit to APPS
Committee for further review as delineated in this
Bulletin.
236
Failure to follow the timeline established by BBC or
any subsequent further delay in sitting for COMLEX-
USA Level 2-CE may delay the student’s graduation
date and adversely impact the ability to participate in
the residency match process.
OPTION 2: The student is placed in a Modified Course of Study
(MCOS; see Section 6.6.3), during which they are
required to complete a Board preparation program.
This program is the PASS Program and the student
may choose either the in-person or virtual option
(https://www.pass-program.com/). This program is at
the student’s expense and will not exceed a timeframe
established by the APPS Committee.
The student is removed from clinical rotations and
not allowed to resume clinical rotations until they
sit for COMLEX-USA Level 2-CE a second time.
Students are not permitted to sit for COMLEX-USA
Level 2-CE until the PASS Program confirms to
CUSOM successful completion of the program.
If PASS requires a student to complete an NBOME
COMSAE as part of the program, CUSOM will
purchase the COMSAE directly from the NBOME and
bill the cost of the exam to the student’s account.
Students will allow CUSOM access to, and share as
necessary, the results and scores for any practice
exams, including, but not limited to any NBOME
COMSAE exams.
Students must adhere to the directions and program
requirements of PASS. Once a student successfully
completes the PASS program, they must sit for
COMLEX-USA Level 2-CE by the date identified in
their plan, which can be no later than 14 days following
the completion of the program, unless approved by the
PASS program and the APPS Committee. Failure to
complete the PASS program may result in a return visit
to APPS Committee for further review as delineated in
this Bulletin.
Failure to follow the timeline established by PASS or
any subsequent further delay in sitting for COMLEX-
USA Level 2-CE may delay the student’s graduation
date and adversely impact the ability to participate in
the residency match process.
237
OPTION 3: The student voluntarily chooses to be placed on
Suspension, during which time they may utilize any
Board preparation materials or programs of their
choice.
Suspension is defined as a temporary separation from
the institution and during this period students are
removed from clinical rotations, not enrolled, not
registered and not eligible for financial aid.
Students choosing Option 3 are not be permitted to
return from Suspension and resume clinical
rotations until they achieve a passing score on
COMLEX-USA Level 2-CE.
Per the CUSOM Academic Bulletin, students have
a maximum of three (3) attempts to pass
COMLEX-USA Level 2-CE.
Regardless of the number of attempts a student makes
on COMLEX-USA Level 2-CE while on Suspension
(up to a maximum of three (3) total attempts),
verification of a passing score on COMLEX-USA
Level 2-CE must be provided within 180 days of the
start of Suspension.
Students choosing Option 3 must provide evidence
of a passing score on COMLEX-USA Level 2-CE
within 180 days of the start of the Suspension or
they will be dismissed from CUSOM.
While on Suspension, students must not represent
themselves as CUSOM students. In addition, they may
not be on the University campus or affiliated clinical
campuses, participate in any clinical activities or wear
their CUSOM white coat.
If the terms set out under the Suspension are not
fulfilled, or the period of Suspension is greater than
180 calendar days, the student will be dismissed from
CUSOM.
238
Failure of COMLEX-USA Level 2-CE on the Second Attempt
A student who fails COMLEX-USA Level 2-CE a second time is
removed from clinical rotations, referred to the APPS Committee, and
required to choose one of the three options listed below.
A student who fails COMLEX-USA Level 2-CE on their second
attempt, and who has already successfully completed BOTH
Boards Boot Camp (Option 1) and the PASS Program (Option 2)
will be placed on Suspension according to the terms described in
Option 3.
Participation in a Boards preparation program after a COMLEX
failure requires the student to enter a MCOS; see Section 6.6.3. If the
student is already on a MCOS, adjustments to the MCOS may be
required. In either case, a MCOS may result in a delay in the student’s
completion of program requirements and graduation, which may in
turn affect their ability to participate in the residency match process.
Upon successful completion of the Boards preparation program, the
student is required to sit for COMLEX-USA Level 2-CE for the
third, and final, time by the date identified in their plan, which
can be no later than 14 days following the completion of the
program, unless approved by the program and the APPS
Committee. Failure to do so may result in a return visit to APPS
Committee for further review as delineated in this Bulletin.
Students participating in a Boards preparation program must
meet all program requirements, which includes, but is not limited
to, strict adherence to all timelines related to the completion of
study assignments and assessment examinations. Failure to do so
will result in referral to the APPS Committee for non-adherence
to the agreed process and may result in sanctions up to and
including Suspension or Dismissal.
A student is permitted only three (3) attempts to pass COMLEX-
USA Level 2-CE, after which they will be dismissed from the
program.
OPTION 1: The student is placed in a Modified Course of Study
(MCOS; see Section 6.6.3), during which they are
required to complete a Board preparation program.
This program is the Boards Boot Camp Ultra Program
(http://www.boardsbootcamp.com). This program is
at the student’s expense and will not exceed a
timeframe established by the APPS Committee.
239
The student is removed from clinical rotations and
not allowed to resume clinical rotations until they
sit for COMLEX-USA Level 2-CE for the third,
and final, time.
Students are not permitted to sit for COMLEX-USA
Level 2-CE until Boards Boot Camp confirms to
CUSOM successful completion of the program.
If BBC requires a student to complete an NBOME
COMSAE as part of the program, CUSOM will
purchase the COMSAE directly from the NBOME and
bill the cost of the exam to the student’s account.
Students will allow CUSOM access to, and share as
necessary, the results and scores for any practice
exams, including, but not limited to any NBOME
COMSAE exams.
Students must adhere to the directions and program
requirements of BBC, which includes strict adherence
to all timelines related to the completion of study
assignments and the Post-Course Diagnostic Exam
(PCDE) or other equivalent exam identified by BBC.
Failure to pass the PCDE (or other equivalent exam as
determined by BBC) may result in a return visit to
APPS Committee for further review as delineated in
this Bulletin.
Once a student passes the PCDE (or other equivalent
exam as determined by BBC) and has successfully
completed the program per BBC, they must sit for
COMLEX-USA Level 2-CE for the third, and final,
time by the date identified in their plan, which can be
no later than 14 days following the PCDE (or
equivalent exam) unless approved by BBC and the
APPS Committee. Failure to follow the timeline
established by BBC or any subsequent further delay in
sitting for COMLEX-USA Level 2-CE may delay the
student’s graduation date and adversely impact the
ability to participate in the residency match process.
240
OPTION 2: The student is placed in a Modified Course of Study
(MCOS; see Section 6.6.3), during which they are
required to complete a Board preparation program.
This program is the PASS Program and the student
may choose either the in-person or virtual option
(https://www.pass-program.com/). This program is at
the student’s expense and will not exceed a timeframe
established by the APPS Committee.
The student is removed from clinical rotations and
not allowed to resume clinical rotations until they
sit for COMLEX-USA Level 2-CE for the third,
and final, time.
Students are not permitted to sit for COMLEX-USA
Level 2-CE until the PASS Program confirms to
CUSOM successful completion of the program.
If PASS requires a student to complete an NBOME
COMSAE as part of the program, CUSOM will
purchase the COMSAE directly from the NBOME and
bill the cost of the exam to the student’s account.
Students will allow CUSOM access to, and share as
necessary, the results and scores for any practice
exams, including, but not limited to any NBOME
COMSAE exams.
Students must adhere to the directions and program
requirements of PASS. Once a student successfully
completes the PASS program, they must sit for
COMLEX-USA Level 2-CE for the third, and final,
time by the date identified in their plan, which can be
no later than 14 days following the completion of the
program, unless approved by the PASS program and
the APPS Committee. Failure to complete the PASS
program may result in a return visit to the APPS
Committee for further review as delineated in this
Bulletin.
Failure to follow the timeline established by PASS or
any subsequent further delay in sitting for COMLEX-
USA Level 2-CE may delay the student’s graduation
date and adversely impact the ability to participate in
the residency match process.
241
OPTION 3: The student voluntarily chooses to be placed on
Suspension, during which time they may utilize any
Board preparation materials or programs of their
choice.
Suspension is defined as a temporary separation from
the institution and during this period students are
removed from clinical rotations, not enrolled, not
registered, and not eligible for financial aid.
Students choosing Option 3 are not permitted to
return from Suspension and resume clinical
rotations until they achieve a passing score on
COMLEX-USA Level 2-CE.
Per the CUSOM Academic Bulletin, students have
a maximum of three (3) attempts to pass
COMLEX-USA Level 2-CE.
Regardless of the number of attempts a student makes
on COMLEX-USA Level 2-CE while on Suspension
(up to a maximum of three (3) total attempts),
verification of a passing score on COMLEX Level
2-CE must be provided within 180 days of the start
of Suspension.
Students choosing Option 3 must provide evidence
of a passing score on COMLEX-USA Level 2-CE
within 180 days of the start of the Suspension or
they will be dismissed from CUOSM.
While on Suspension, students must not represent
themselves as CUSOM students. In addition, they may
not be on the University campus or affiliated clinical
campuses, participate in any clinical activities or wear
their CUSOM white coat.
If the terms set out under the Suspension are not
fulfilled, or the period of Suspension is greater than
180 calendar days, the student will be dismissed from
CUSOM.
242
6.6.2.9 COMLEX-USA Level 2-PE
Students must pass COMLEX-USA Level 2-PE in order to meet
graduation requirements.
Students must have completed their second-year of study and
have passed COMLEX-USA Level 1 to be eligible to sit for
COMLEX-USA Level 2-PE.
Please note that all COMs are required by the NBOME to provide
attestation that the student is in good academic and professional
standing before the NBOME will allow a student to sit for
COMLEX-USA Level 2-PE.
https://www.nbome.org/assessments/comlex-usa/comlex-usa-
level-2-pe/eligibility/
6.6.2.10 Qualifying Process to sit for COMLEX-USA Level 2-PE
As of the date of this Bulletin, the NBOME and the COCA have
temporarily waived the passing of COMLEX-USA Level 2-PE as
a graduation requirement for the Class of 2023. As such, to be
eligible to graduate, each student must have successfully
completed CUSOM’s Clinical Skills Assessment Program which
includes both a longitudinal assessment of student performance
and an on-campus multi-station Objective Structured Clinical
Exam (OSCE) during the fourth year.
This multi-station OSCE, also called the Physical Exam-
Qualifying Exam (PE-QE), requires students to successfully
demonstrate the fundamental clinical skills and physician-related
competency domains required for graduation, entrance into
supervised graduate medical education programs, and the
provision of safe osteopathic medical care of patients.
6.6.2.11 COMLEX-USA Graduation Requirements
Students must pass COMLEX-USA Level 1, COMLEX-USA
Level 2-CE and COMLEX-USA Level 2-PE in order to meet
graduation requirements.
Students are allowed a maximum of three (3) attempts to pass
each of these exams. Failure to pass any of these exams during the
required timeframe will result in a referral to the APPS Committee
and dismissal from the program.
243
6.6.3 Modified Course of Study
A Modified Course of Study (MCOS) is a credit-bearing, individualized study
plan for students who require an alternative educational pathway for reasons
such as required remediation, approved board preparation, illness, Leave of
Absence, or Withdrawal.
A MCOS is not intended to provide extra time to prepare for licensing
examinations simply because a student would like more time to study and
prepare for these examinations. Students cannot request to be placed on a
MCOS; rather, a student is placed on a MCOS by the APPS Committee or
respective Associate Dean if an alternative educational pathway is required.
The MCOS will be individually designed based upon the student’s performance
and needs as designated by the APPS Committee or respective Associate Dean
and approved by the APPS Committee.
Students in a MCOS must agree to, and comply with, the conditions and
schedule of the MCOS. Students not following the individualized plan will be
referred to the APPS Committee for review and may be subject to additional
sanctions up to and including Suspension or dismissal from the program.
Students in a MCOS should be aware that they must complete all program
requirements, including COMLEX-USA Level 1 and Level 2, to graduate, enter
ERAS (Electronic Residency Application Service) and participate in the
residency Match. Students who fail COMLEX Level 2-CE after the Match may
lose their matched position. In addition, students who fail to meet their
graduation requirements in adequate time to start their residency program may
also lose their matched position. These decisions are made by the Residency
Program Director or Director of Medical Education at the respective clinical
program.
A student in a MCOS who does not adhere to the requirements and
parameters of the MCOS, including but not limited to, compliance with
established timelines or following directions of an assigned program such
as Boards Boot Camp or the PASS Program, may be referred to the APPS
Committee for further review and may be subject to additional sanctions
up to and including Suspension or dismissal from the program.
Six (6)-Year Graduation Requirement
In accordance with COCA standards, single degree DO students must complete
their education within six (6) years following matriculation. To become eligible
for graduation, each student must successfully complete all program
requirements within six (6) years following matriculation.
244
The six (6) years allow for the completion of a Modified Course of Study due
to medical, academic, behavioral or other leave of absence.
The Dean may, in exceptional circumstances, grant an extension to this 6-year
rule.
6.7 Academic Performance, Promotion and Standards (APPS) Committee
The APPS Committee, in conjunction with the Office of Academic Affairs, monitors
the academic progress achieved by all students throughout the entire CUSOM academic
program.
Additionally, the APPS Committee is responsible for the review of situations where
students are involved in academic misconduct (i.e., cheating or plagiarism), non-
academic violations of the Honor Code or Code of Conduct, unprofessional conduct,
or grievances. Additional information regarding these violations and corresponding
procedures is found in this Bulletin at Sections 6.7.3 Honor Code, 6.7.4 Code of
Conduct, and 6.10 Grievance Processes.
The APPS Committee is appointed by the Dean, and membership may be subject to
change at any time. The Registrar and Executive Director of Student Affairs participate
as voting members. A quorum is defined as a simple majority of the members. The
committee Chair, with approval of the Dean, may invite non-voting members to attend.
APPS Committee meetings are considered academic proceedings and not legal
hearings, and as such, neither attorneys nor other representatives (e.g., healthcare
providers) are allowed.
Faculty Recusal from APPS Committee Hearings
Per the CUSOM Faculty Recusal Policy (Section 6.2.2 of this Bulletin), any CUSOM
faculty member who is a healthcare professional with a previous or ongoing therapeutic
relationship with a CUSOM student, in any CUSOM program, must recuse themselves
from all activities involving the summative assessment, grading, and promotion of that
student.
In the case of committee meetings, including, but not limited to, the Academic
Performance, Progress and Standards (APPS) Committee, the committee Chair (or
designee) will call for a declaration of any conflict of interest, from committee
members prior to student case discussions.
Any APPS Committee member(s) identifying a potential conflict, including a previous
or ongoing therapeutic relationship with a student, will be required to recuse themselves
from both the discussion phase of the meeting as well as the decision-making process
for matters in which a potential conflict exists.
245
6.7.1 Procedures for Calling and Conducting an APPS Committee Meeting
Regarding Academic Matters
The APPS Committee meets at the end of any Block or clinical rotation after
the Associate Dean for Biomedical Affairs or the Associate Dean for Clinical
Affairs have determined all grades: (i) to review students who have achieved a
failing course or clinical rotation grade, or failed to successfully remediate a
failed course, (ii) when a delay in a student's academic progress is identified, or
(iii) when deemed necessary.
Any student who has failed a course in a Block must be available to meet in-
person with the APPS Committee on Friday of Final Exam week per the Block
schedule.
The Chair of the APPS Committee or the appropriate Associate Dean for the
academic year involved may also call a meeting of the APPS Committee in
cases where the academic progress of a student is affected by a Leave of
Absence or other factors.
Students cannot request a meeting of the APPS Committee for any reason
including to challenge or appeal an APPS Committee decision; appealable
sanctions are handled through the Dean as outlined in Section 6.7.8 or through
the Grievance procedures outlined in Section 6.10 of this Bulletin.
Reasons for an APPS Committee hearing include, but are not limited to, if a
student has:
• Failed a course;
• Attempted and failed to remediate a course;
• Failed to pass any course while on Academic Probation;
• Failed a clinical rotation;
• Failed an end-of-rotation exam;
• Failed to pass a COMLEX-USA Qualifying Exam within the required
timeframe or number of attempts;
• Failed to pass an appropriate COMLEX-USA examination; or
• Failed to make academic progress, or follow directives set forth, in an
assigned remediation plan, any Board preparation program, or any
Modified Course of Study.
Upon initial review of a referral of a student to the APPS Committee, the Chair
of the APPS Committee has the discretion to determine an intermediary action,
such as the student meeting with the appropriate Associate Dean or other
designated individual, which may be warranted in an effort to resolve the issue
in lieu of an APPS Committee hearing.
The Vice Dean for Academic Affairs, or designee, will Chair the APPS
Committee. Members of the APPS Committee have the following roles:
246
• The appropriate Associate Dean for the academic year involved reports
on the academic progress of student(s), as necessary.
• The Associate Dean may submit a written or oral report documenting
assistance the student has received or been offered, including, but not
limited to, tutoring or advising.
• The Course Director, Department Chair, or the student’s Faculty
Advisor may be invited to an APPS Committee meeting to comment on
student performance and related topics, as necessary.
• The Executive Director of Student Affairs may report on documentation
the Office of Student Affairs has which may be relevant to the student's
academic progress. The Registrar is available to discuss the student’s
academic record, if needed.
• The APPS Committee Chair shall identify a secretary to record minutes
and to ensure all communications occur in a timely manner.
Each student reviewed by the APPS Committee is provided the opportunity to
make a maximum of a ten-minute oral presentation (no PowerPoint
presentations or handouts except for written reports from a healthcare provider)
relevant to any issues or considerations the student wishes to make known to
the APPS Committee. Members of the APPS Committee may then directly
question the student. This is the only portion of the meeting at which the student
may be physically present.
In lieu of an in-person oral presentation, the student may be allowed to phone
or videoconference (e.g., Zoom or WebEx) into the APPS Committee meeting
and has the option to submit a written document, no more than two pages,
single-spaced. These options are only available upon approval by the Chair of
the APPS Committee, pending a valid reason for not presenting in-person.
Students who fail to appear at a scheduled meeting or provide a written
document may be reviewed in absentia by the APPS Committee.
Students are prohibited from recording (in audio or video format) any
APPS or ad hoc Committee meetings or proceedings, including those held
via phone or videoconference.
The APPS Committee will not accept or consider any additional
information from the student, or on behalf of the student, after the student
has exited the APPS Committee meeting.
All sessions of the APPS Committee are closed to all individuals except those
immediately concerned in the case. APPS Committee meetings are not
considered legal hearings, therefore neither attorneys nor other representatives
(e.g., healthcare providers) are allowed to attend. All persons present at the
proceedings shall be bound to disclose no more than the Committee does in its
official report on the case.
247
As mentioned previously, any APPS Committee member(s) identifying a
potential conflict of interest, including a previous or ongoing therapeutic
relationship with a student, will be required to recuse themselves from both the
discussion phase of the meeting as well as the decision-making process for
matters in which a potential conflict exists.
Subject to FERPA, all deliberations, minutes, findings, and recommendations
of the APPS Committee functions remain confidential except where the student
waives confidentiality or the release is required by law.
All APPS Committee meeting minutes and evidence are maintained in the
Office of the Dean.
The APPS Committee Chair will notify the student in writing of the decision of
the APPS Committee meeting as soon as practical. Upon receipt of notification,
the student must sign and return the Notice of Decision within the timeframe
defined in the letter.
Policy on Student Response to CUSOM Request for Information
Whenever this Academic Bulletin requires the student to provide a
written response to be received by CUSOM on or before a certain date,
CUSOM will not grant exceptions to the stated deadline except in the
case of a medical emergency, and in that case, the student must provide
the response as soon as medically feasible.
If the APPS Committee renders a decision which is considered appealable as
delineated in Section 6.7.7.2 of this Bulletin, the student shall have the right to
submit a written appeal of the APPS Committee decision to the Dean within
five (5) business days of receipt of notification in accordance with Section 6.7.8
of this Bulletin.
Note: students are not permitted to appeal sanctions denoted as “non-
appealable” as presented in Section 6.7.7.1 of this Bulletin.
6.7.2 Student Professionalism and Ethics Standards
All CUSOM students are required to conduct themselves in a professional and
ethical manner at all times. Establishing and maintaining the highest concepts
of honor and personal integrity during medical school is critical to the training
of physicians. It is the responsibility of the student to support the highest
standards of professionalism and student conduct including, but not limited to,
those delineated in this Bulletin. This includes adherence to the policies and
procedures of CUSOM in all matters.
All CUSOM students have the rights and obligations of other citizens and
measure the urgency of these obligations in the light of responsibilities to
colleagues, to their profession, and to the institution. When CUSOM students
248
speak or act as private citizens, they must avoid creating the impression of
speaking or acting for their School or the University. As such, they are
prohibited from identifying themselves as CUSOM students when expressing
personal opinions in a public forum, posting comments or material on websites,
social media, or other forms of communication without the express permission
of the Dean.
As citizens engaged in a profession which depends upon freedom for its health
and integrity, students have a particular obligation to promote conditions of free
inquiry and to further public understanding of academic freedom.
Student Statement of Professional Ethics
As a CUSOM student, I will…
• Be guided by a deep conviction of the worth and dignity of all human
life;
• Pursue the advancement of knowledge and recognize the special
responsibilities placed upon me;
• Adhere to the policies and procedures of CUSOM in all matters;
• Seek and communicate truth;
• Promote scholarly competence and integrity;
• Practice intellectual honesty;
• Uphold scholarly and ethical standards;
• Demonstrate respect for peers, faculty, staff, administration and the
community in general;
• Foster honest academic conduct and ensure student evaluations reflect
the student’s true merit;
• Promote appropriate interaction between students and faculty,
students and administration, and students and staff;
• Avoid any exploitation, harassment, or discriminatory treatment;
• Respect and defend the free inquiry of associates’ exchange of ideas
and show respect for the opinions of others; and
• Give due regard to the paramount responsibilities within the institution in
determining the amount and character of work done outside it.
Respect for Patients
CUSOM takes the utmost care to ensure patient respect and confidentiality. As
osteopathic medical students, students must demonstrate respect for patients
through the use of appropriate language and behavior, including that which is
non-threatening and non- judgmental. This respect extends to interactions
with standardized patients, including simulated patients, during all OSCE,
clinical skills, OMM, and simulation experiences/labs.
In order to maintain professional relationships with patients and their families,
patient privacy and modesty must be respected during history taking, physical
examinations, and any other interactions. It is critical for students to be truthful
249
and not intentionally mislead or give false information. Students should avoid
disclosing information to a patient which only the patient’s physician should
reveal. Students should always, or at the request of the patient, consult more
experienced members of the medical team regarding patient care.
Respect for Faculty, Staff, Colleagues, Hospital Personnel, and Community
Students must exhibit respect for faculty, staff, colleagues, and others, including
hospital personnel, guests, and members of the general public. This respect
should be demonstrated by punctuality in relationships with patients and peers,
prompt execution of reasonable instructions, and deference to those with
superior knowledge, experience or capabilities. Students should express views
in a calm and respectful manner when in disagreement with another individual,
understanding that a mutual agreement will not always be reached.
Respect for Self
All students must uphold a high level of personal ethics, beliefs, and morals in
their daily conduct.
Respect for Laws, Policies and Regulations
Students must respect and obey the laws, policies, and regulations at all levels
of the University and the local community, state and federal government.
6.7.2.1 Chaperoned Physical Exam Policy
Purpose
The purpose of this policy is to define the need for, and usage of,
chaperones in patient care, simulation, and teaching environments of
Campbell University and its affiliated sites.
Patient/learner trust cannot be maintained without a basic
understanding of the limits and responsibilities of the professional's
role. The valued human experience of the physician-patient
relationship is damaged when there is either confusion regarding
professional roles and behavior or clear lack of integrity that allows
sexual exploitation and harm.
Sexual impropriety may comprise behavior, gestures, or expressions
that are seductive, sexually suggestive, disrespectful of patient
privacy, or sexually demeaning to a patient, that may include, but are
not limited to:
1. Neglecting to employ appropriate disrobing or draping practices
respecting the patient’s privacy, or deliberately watching a
patient dress or undress;
250
2. Subjecting a patient to an intimate examination in the presence
of medical students or other parties without the patient’s
informed consent or in the event such informed consent has been
withdrawn;
3. Examination or touching of genital mucosal areas without the use
of gloves;
4. Inappropriate comments about or to the patient, including but not
limited to, making sexual comments about a patient’s body or
underclothing, making sexualized or sexually demeaning
comments to a patient, criticizing the patient’s sexual
orientation, or making comments about potential sexual
performance during an examination;
5. Using the physician-patient relationship to solicit a date or
romantic relationship;
6. Initiation by the physician of conversation regarding the sexual
problems, preferences, or fantasies of the physician;
7. Performing an intimate examination or consultation without
clinical justification;
8. Performing an intimate examination or consultation without
explaining to the patient the need for such examination or
consultation even when the examination or consultation is
pertinent to the issue of sexual function or dysfunction; and/or
9. Requesting details of sexual history or sexual likes or dislikes
when not clinically indicated for the type of examination or
consultation.
Policy
Medical students at any level of training are held to the same ethical
standards as established by the medical profession.
Efforts to provide a comfortable and considerate atmosphere for the
patient and the learner are part of respecting patients’ dignity. These
efforts may include, but are not limited to, providing appropriate
gowns, private facilities for undressing, sensitive use of draping, and
clearly explaining various components of the physical examination.
Having chaperones present during the physical exam can also help
prevent misunderstandings between patient and learner or health care
provider.
CUSOM students and faculty must comply with the following
requirements:
1. Adhere to a policy that patients are free to request a chaperone
during the medical encounter and ensure that the policy is
clearly communicated to patients.
2. Always honor a patient’s request to have a chaperone.
251
3. Never perform invasive or sensitive exams such as breast, pelvic,
rectal, and genitourinary exams without the presence of an
authorized chaperone.
4. Have an authorized member of the health care team serve as a
chaperone. Physicians should establish clear expectations that
chaperones will uphold professional standards of privacy and
confidentiality.
5. Use a chaperone even when a patient’s trusted companion or
family member is present.
6. Provide opportunity for private conversation with the patient
without the chaperone present. Physicians should minimize
inquiries or history taking of a sensitive nature during a
chaperoned examination.
7. Have chaperones available regardless of the physician’s
gender.
8. Inform the patient that an appropriate staff member can act as a
chaperone if required and where possible this will be a staff
member of the same gender as the patient.
9. Respect that the patient has the right, at all times, to decline
a particular person as chaperone.
10. Utilize the learning or simulation environment in a manner
consistent with respecting patient privacy.
11. Utilize same gender models for sensitive physical exam
demonstrations whenever possible (cardiac exam, sacral exam,
etc...).
12. Perform Osteopathic Manual Manipulation (OMM) only on
subjects or patients who are adequately clothed to cover all
sensitive areas.
13. Not perform OMM as an invasive procedure.
14. Respect the right of a patient participating in an educational
activity (such as, but not limited to OMM lab, ultrasound lab,
clinical skills) to refuse any component of the physical exam.
15. Respect the right of a child volunteer in the OMM or Clinical
Skills lab to refuse any component of a physical exam, even if
approval to perform the exam has been given by the parent.
• Children participating in OMM or Clinical Skills labs
must never be forcefully subjected to any physical exam,
even if the exam is not considered sensitive in nature.
Family members or friends of the patient should not be expected to
undertake any formal chaperone role. There is a risk of inadvertent
breaches of confidentiality and embarrassment if friends or relatives
are chaperones, and they are best avoided unless there is no alternative
than postponing an immediately necessary physical examination.
There is also the possibility of collusion between the patient and
friend/relative/caregiver to conspire where any complaint of abuse is
made.
252
Medical students must not conduct any intimate examination
unsupervised even if the patient provides permission for them to
proceed with the examination without a chaperone.
Medical students cannot act as a chaperone to their clinical
partner (another medical student) or another health care
provider for intimate examinations.
It is important that students seek verbal consent from patients for any
form of examination. For intimate examinations, informed consent is
particularly important. Intimate examinations include the
following:
• vaginal examination;
• rectal examination;
• external genitalia examination;
• breast examination; and
• any other examination that might embarrass patients through
the removal of clothes, particularly those examinations that
might expose external genitalia or breasts.
Procedure
Communicate the chaperone protocol to patients by prominent notice
through conversation with the patient. In addition, all healthcare
providers and students must adhere to the following principles:
• Honor all requests for a chaperone.
• Utilize private facilities for undressing, incorporate sensitive use
of draping, and provide clear explanations on the various
components of the physical examination to be performed.
o
The nature of the procedure/examination should be
explained
o
The purpose of the procedure/examination should be clearly
stated, (e.g. “it is to help me learn how to…”)
o
There should be an explanation, where relevant, of what will
happen to the information collected (e.g., “I will record my
findings in the medical notes…”)
o
The patient’s understanding, and acceptance, of the
procedure/ examination should be assessed and documented
• Utilize chaperones on a consistent basis, particularly for
intimate examinations and those that may be construed as such
regardless of physician or learner’s gender.
• When a chaperone is present, keep patient inquiries of a
sensitive nature to a minimum. Provide a separate opportunity
for a private conversation between the patient and the physician,
in order to protect the patient’s personal health information
(PHI).
253
• Provide an authorized healthcare professional to serve as the
chaperone whenever possible.
• During a rectal/vaginal examination, surgical gloves must be
worn. Gloves act as a barrier and thus help to maintain the
clinical nature of the exam.
• Throughout the examination, the healthcare professional must
remain alert to verbal and non-verbal indications of distress from
the patient. Any request for the examination to be discontinued
should be respected and documented in the patient’s records.
• Any discussion during the examination should be kept relevant
avoiding any unnecessary personal comments regardless of
whether a chaperone is present. A person who is feeling
embarrassed or vulnerable is more likely to misinterpret a
comment.
• Document in the patient note or chart the presence of a
chaperone with any intimate examination or those that may be
construed as such.
The American Academy of Pediatrics (AAP) offers the following
additional guidance on the use of chaperones for children and
adolescents:
• In the medical office setting, the physical examination of an
infant, toddler, or child should always be performed in the
presence of a parent or guardian.
• If a parent or guardian is unavailable or the parent’s presence
will interfere with the physical examination, such as in a
possible case of abuse or parental mental health issues, a
chaperone should be present during the physical examination.
Consequences of Non-compliance
Items of potential non-compliance are of serious concern and will
require confirmation via investigation of any allegation. Due to the
sensitive nature of the grievance, CUSOM will require that all real and
standardized patient interactions involving the accused be
immediately suspended at the time of the grievance, pending the
investigation conclusion.
As outlined in this Academic Bulletin, the APPS Committee is
responsible for the review of situations where students are involved in
academic misconduct, or unprofessional conduct. The CUSOM
Honor Code will guide this review.
254
Outcomes of an APPS Committee intervention may include, but are
not limited to, any of the following levels of discipline:
• Conduct Probation;
• Suspension;
• Dismissal from the program without the option to return; or
• Revocation of Degree
Violations of patient rights are serious matters and may result in civil
and criminal charges. FERPA privacy laws do not protect violations
of a criminal nature.
6.7.3 Honor Code
The Campbell University Jerry M. Wallace School of Osteopathic Medicine
Honor Code of Conduct (CUSOM Honor Code) embodies a spirit of mutual
trust, intellectual honesty, and professionalism between the School and the
student body, and it is the highest expression of the values shared by the
CUSOM and Campbell University communities. The CUSOM Honor Code is
based on the fundamental belief that every student is worthy of trust and it is
maintained to protect the right to participate in an academic environment free
from injustice caused by dishonesty.
Further, CUSOM students are expected to conduct themselves in a professional
and ethical manner befitting the honorable profession they are entering.
Students have an obligation to maintain the highest standards of honesty
and integrity.
It is not possible to enumerate all examples of expected academic and
professional behavior, nor is it possible to enumerate all behaviors considered
inappropriate, unprofessional, unethical, or not in keeping with the conduct
standards of a CUSOM student. The following serves only as a guideline to
students.
In general, the founding principles of the CUSOM Honor Code are the
established rules and regulations of the CUSOM community. The CUSOM
community includes CUSOM, affiliated hospitals, and any institution where
CUSOM students pursue activities for academic credit. Violation of these rules
and regulations may constitute a violation of the CUSOM Honor Code. In
addition, specific examples of behavior which may constitute a violation of the
CUSOM Honor Code include, but are not limited to, the following:
• Cheating: Providing, acquiring, or receiving any unauthorized
assistance or unfair advantage on any form of academic work, or
attempt thereof. Sharing information from testing/exams is also
considered a form of cheating.
• Plagiarism: Copying the language, structure, ideas, algorithms, or
computer code of another and representing it as one’s own work on any
form of academic work or attempt thereof.
255
• Falsification: Fabrication of information on any form of academic
work or attempt thereof; including, but not limited to, the following:
o
Clinical requirements;
o
Externships and clinical rotations;
o
Assignments such as: obtaining patient histories, performing
physical exams, ordering or interpreting laboratory tests,
documenting and submitting rotation records, etc…;
o
CUSOM lab, skills workshop, small group session, and clinical
rotation attendance reports; or
o
Clinical preceptor or other faculty evaluation or grading forms.
• Disruptive Behavior: Any inappropriate etiquette or inappropriate
disturbance either solely or repeated often enough often enough to
establish a disrespectful trend. Inappropriate disturbances include but
are not limited to the following:
o
Arriving late for class, lab, or clinical rotations;
o
Disrupting class with cellular phones;
o
Disrupting class with computers or computer games;
o
Disrupting class with loud talking or other activities which create
a distraction;
o
Leaving trash in classrooms or academic areas, including
student small group study rooms;
o
Bringing food into unauthorized areas or hosting food
functions without permission;
o
Posting unapproved materials or approved materials in
inappropriate areas; or
o
Parking in inappropriate or reserved spaces.
• Unacceptable use of technology: Any violation of the acceptable use
guidelines as published by the CUSOM IT department or as noted in the
Campbell University Technology Usage Policy:
https://www.campbell.edu/information-technology-
services/acceptable-use-policy/
In addition, unacceptable uses of technology include, but are not limited
to, the following:
o
Using computers for purposes which are considered
unprofessional or immoral;
o
Accessing pornographic material at any time while on any
campus of the CUSOM community or using any equipment of
the CUSOM community to access such material;
o
Distributing, posting, or uploading materials to students or any
other third party not authorized to receive them or to those
outside CUSOM is an Honor Code violation. Lecture materials,
including PowerPoint presentations, and videos contain
confidential and proprietary information and material protected
by intellectual property laws. Students do not have permission
to share them.; or
256
o Any device capable of capturing still or video images or audio
recordings, including cell phones, are not permitted in any
laboratory (anatomy, clinical skills, OMM, Simulation), or in
any clinical setting, including and not limited to OSCE,
standardized patients, simulation activities, clinical rotations,
and the student health clinic.
• Unprofessional or unethical behavior: Behavior on or off the
CUSOM campus that would or could cause a loss of respect or
confidence in the offending student or in the CUSOM community by the
public, faculty, staff, colleagues, or the-community-at-large.
Unprofessional or unethical behavior may include, but is not limited to, the
following:
• Entering or using the facilities of the CUSOM community without
appropriate authorization or during inappropriate times;
• Knowingly and purposely disrupting teaching, research, administrative,
or student functions of the CUSOM community;
• Abusive or disrespectful conduct toward members of the faculty,
administrative or professional staff, employees, students, patients, or
visitors of the CUSOM community. Medical simulators must be treated
with the same level of respect and professionalism as standardized or
actual patients;
• Disclosure of privileged information from campus activities or patient
care;
• Taking pictures or recording video in the anatomy lab, clinical lab,
OSCE rooms, or in any rooms housing clinical simulators;
• Improper relationships or activities involving persons entrusted to a
student as part of educational requirements, which extend beyond those
educational requirements. Entrusted persons may include, but are not
limited to, patients or other students under supervision;
• Controlled substance screening tests which show abnormalities
including, but not limited to, excessively dilute urine, or screening tests
which are positive (i.e., evidence of the substance or showing presence)
for alcohol, prescription medications without a valid prescription, or
substances which are illegal in the state of North Carolina. Controlled
substance screening results are viewed in light of North Carolina and
federal laws governing illegal substances. For example, although the
use of marijuana is legal in some states, the US Federal Drug
Enforcement Agency lists it as an illegal drug. Its use or abuse impairs
the ability of a healthcare professional to provide optimal care to
patients;
o
As such, the use of marijuana in any form is a violation of University
policy.
257
o
Another example is a breathalyzer result or a blood alcohol
concentration sample identifying levels of alcohol above the legal
limit in violation of law, such as in a Driving Under the Influence
(DUI), Driving While Intoxicated (DWI), or a similar charge.
o
The presence of these substances, regardless of any legal
considerations or adjudication by the courts, is considered
unprofessional or unethical behavior by CUSOM.
• Breach of Integrity: Any behavior at any time that is considered a
severe lapse in judgment and has the potential to damage the
professional, ethical or moral integrity of the CUSOM community;
or
• A violation of any policy of the University or CUSOM, including but
not limited to the American Osteopathic Association Code of Ethics.
Section 6.7.5 of this Bulletin, “Procedures for Calling and Conducting an APPS
Committee Meeting Regarding Non-Academic Matters”, describes the process
for addressing cases related to allegations of misconduct, professionalism, or
Honor Code violations.
6.7.4 Code of Conduct
Violations may include, but are not limited to:
• Harassment (other than a violation of the Title IX Policy), harm, abuse,
or damage to any person or property in the CUSOM community. This
includes knowingly or purposely causing damage to or vandalizing
CUSOM community property;
• Arrest for a criminal offense other than a minor traffic offense;
• Participating in academic or clinical endeavors in the CUSOM
community while under the influence of alcohol, or controlled
substances;
• Use, possession, or distribution of illicit substances, prescription
medications without a valid prescription, or substances which are illegal
in the state of North Carolina may result in disciplinary action up to
and including dismissal. Controlled substances will be viewed in light
of North Carolina and federal laws governing illegal substances.
Please note this includes substances which are illegal in the state of
North Carolina, but which may be legal in other states; or
• Communicating or posting of information or images in a public arena,
including written or electronic/Internet communications, which could
result in a loss of respect by patients or other members of the public
toward the offending student or toward CUSOM.
6.7.5 Procedures for Calling and Conducting an APPS Committee Meeting
Regarding Non-Academic Matters
Reasons for an APPS/ad hoc Committee hearing/meeting for non-academic
matters include, but are not limited to, allegations that the student has:
258
• Violated the CUSOM Honor Code or Code of Conduct;
• Violated any CUSOM or Campbell University policy/procedure or
provision of this Bulletin;
• Failed a controlled substance screening test;
• Failed to maintain required vaccinations as scheduled;
• Received findings on a criminal background check that would affect
the student’s matriculation or potential ability to participate in clinical
rotations;
• Failed to adhere to established timelines/due dates;
• Failed to update contact information; or
• Failed to respond in timely manner to email and other forms of
communication from CUSOM.
Allegations of misconduct may arise from an individual student, group of
students, faculty member, clinical preceptor, staff member, or member of the
community. For issues arising from Honor Code, Code of Conduct, or
professionalism or ethics violations, the person(s) identifying the issue(s)
should report the issue(s) to the Executive Director of Student Affairs or the
respective Associate Dean (Biomedical or Clinical) within five (5) business
days of the issue(s) or becoming aware of the issue(s).
The Executive Director of Student Affairs or respective Associate Dean will
collect documentation which may be relevant to the alleged violation. This may
include, but is not limited to, a written report from the student(s), faculty, or
staff involved with the incident(s). In the case where students are reporting the
suspected violation, unless required at a hearing, waived by the subject(s) of the
alleged violation, or required by law, confidentiality of the reporting student is
maintained, and the Executive Director of Student Affairs or respective
Associate Dean will present the reporting student(s)’s testimony. Dated notes
are taken to describe the discussion.
The Executive Director of Student Affairs or respective Associate Dean notifies
the Associate Dean for Clinical Integration of the suspected misconduct or
violation and provides him/her with a detailed summary of the reason for
referral along with all supporting documentation. The Associate Dean for
Clinical Integration then, (i) constitutes an ad hoc committee to investigate the
suspected misconduct, who reports their findings in writing to the Vice Dean
for Academic Affairs, or (ii) depending upon the severity of the allegations,
refers the matter directly to the APPS Committee.
If forwarded to the APPS Committee pursuant to Section 6.7.6, the
recommendations of the ad hoc committee or the decision of the Vice Dean for
Academic Affairs are presented to the APPS Committee at the hearing. The
student(s) shall meet with the APPS Committee and be informed of the
allegations and afforded an opportunity to explain him/herself and offer any
mitigating factors.
259
All sessions of the Committee are closed to all individuals except those
immediately concerned in the case. APPS Committee meetings are not
considered legal hearings, therefore neither attorneys nor other representatives
(e.g., healthcare providers) are allowed to attend.
Faculty Recusal from APPS Committee Hearings
Per the CUSOM Faculty Recusal Policy (Section 6.2.2 of this Bulletin), any
CUSOM faculty member who is a health professional with a previous or
ongoing therapeutic relationship with a CUSOM student, in any CUSOM
program, must recuse herself/himself from all activities involving the
summative assessment, grading, and promotion of that student.
In the case of committee meetings, including, but not limited to, the Academic
Performance, Progress and Standards (APPS) Committee or ad hoc
committees, the committee Chair (or designee) will call for a declaration of any
conflict of interest, from committee members prior to student case discussions.
Any APPS Committee or ad hoc Committee member(s) identifying a potential
conflict, including a previous or ongoing therapeutic relationship with a student,
will be required to recuse themselves from both the discussion phase of the
meeting as well as the decision-making process for matters in which a potential
conflict exists.
APPS Committee Proceedings
All persons present at the proceedings shall be bound to disclose no more than
the Committee does in its official report on the case.
The testimony of each witness is provided while the other witnesses in the case
are out of the room.
The Committee may allow introduction of evidence other than testimony of
witnesses (for example, documentary evidence) provided the evidence is
relevant to the question before the Committee on any matter. The Committee
shall set rules for the conduct of all cases and all arrangements connected with
collecting evidence. Timeframes for investigation of hearings and proceedings
may be altered if circumstances warrant.
The Committee will not accept or consider any additional information from the
student, or on behalf of the student, after the student has exited the Committee
meeting.
Deliberation of either the ad hoc Committee or the APPS Committee shall take
place in private and remain confidential, and the standard for a decision in a
hearing involving misconduct or honor code violations shall be based on a
preponderance of the evidence (whether a violation is more likely than not to
have occurred).
260
All APPS Committee meeting minutes and evidence are maintained in the
Office of the Dean.
The APPS Committee Chair will notify the student in writing of the decision of
the APPS Committee meeting as soon as practical. Upon receipt of notification,
the student must sign and return the Notice of Decision within the timeframe
defined in the letter.
If the APPS committee renders a decision that is considered appealable as
delineated in Section 6.7.7.2 of this Bulletin, the student shall have the right to
submit a written appeal of the APPS Committee decision to the Dean within
five (5) business days of receipt of notification in accordance with Section 6.7.8
of this Bulletin.
6.7.5.1 Rights of the Student
With respect to a hearing regarding non-academic matters, the
student(s) is guaranteed the right to:
• a timely hearing, if requested;
• receive notice of the allegation(s) at least three (3) days prior to
the hearing;
• a presumption of innocence until found guilty based on a
preponderance of the evidence (whether a violation is more
likely than not to have occurred);
• solicit advice;
• expect the case to be adjudicated in a confidential manner; and
• appeal the decision to the Dean in accordance with the
provisions of Section 6.7.8 of this Bulletin.
• Note: students are not permitted to appeal sanctions denoted
as “non-appealable” as presented in Section 6.7.7.1 of this
Bulletin.
6.7.6 Ad hoc Committee Procedures
If referred to an ad hoc Committee, the Chair of the ad hoc Committee will
schedule a hearing with the ad hoc Committee and notify the accused student(s)
(the “Respondent”) at least three (3) business days prior to the hearing. This
hearing typically is held as soon as practical following the referral of the case
to the ad hoc Committee.
The Respondent(s) shall meet with the ad hoc Committee and be informed of
the allegations and afforded an opportunity to explain him/herself and offer any
mitigating factors. Although the hearing’s purpose is fact-finding, the
Respondent(s) shall have the right to offer witnesses to support his/her position.
The ad hoc Committee will not accept or consider any additional information
from the student, or on behalf of the student, after the student has exited the ad
hoc Committee meeting.
261
All sessions of the ad hoc Committee are closed to all individuals except those
immediately concerned in the case. No legal counsel shall be present, as this is
not a legal proceeding. All persons present at the proceedings shall be bound
to disclose no more than the Committee does in its official report on the case.
The testimony of each witness is conducted in private while the other witnesses
in the case are out of the room.
Ad hoc Committee Decisions and Recommendations
After the ad hoc Committee concludes its investigation, they shall provide a
written report to the Vice Dean for Academic Affairs in a timely manner, which
shall include a recommended finding of facts, and if the finding of facts is that
a violation occurred, a recommended sanction. If the recommendation is that:
1. No violation occurred, the Vice Dean for Academic Affairs may accept
the finding, and so notify the Respondents(s);
2. No violation occurred, and the Vice Dean for Academic Affairs
disagrees, he/she may decide:
a) Upon an appropriate sanction as set forth below and so notify the
Respondents(s); or
b) To forward the matter to the APPS Committee for further
consideration;
3. A violation occurred, and the Vice Dean for Academic Affairs may
accept the finding and the sanction proposed by the ad hoc Committee,
and so notify the Respondents(s);
4. A violation occurred, and the Vice Dean for Academic Affairs disagrees
with the sanction proposed by the ad hoc Committee, he/she may
decide:
a) Upon an appropriate sanction as set forth below, and so notify the
Respondents(s); or
b) To forward the matter to the APPS Committee for further
consideration on the sanction only.
The Vice Dean for Academic Affairs notifies the student in writing of his/her
decision and if the decision of the Vice Dean for Academic Affairs is:
1. No. 2a, 3, or 4a above and the Respondents(s) accepts the decision, the
decision of the Vice Dean for Academic Affairs shall be final; or
2. No. 2a, 3, or 4a above, and Respondent(s) do not accept the decision of
the Vice Dean for Academic Affairs, the Respondent(s) has/have the
right to appeal the decision to the APPS Committee*; or
3. No. 2b, or 4b above, the matter will be forwarded to the APPS
Committee for further consideration.
*Note: Students are not permitted to appeal sanctions denoted as
“Non-appealable” as presented in Section 6.7.7.1 of this
Bulletin.
262
An appeal of the Vice Dean for Academic Affairs’ decision to the APPS
Committee by the student must be made in writing to the Vice Dean for
Academic Affairs within five (5) business days of receipt of notification and be
based only upon new and relevant information not available to the student at
the time of the hearing. If the student does not appeal within five (5) business
days of receipt of notification, the Vice Dean’s decision is final.
6.7.7 APPS Committee Sanctions
Penalties or sanctions for violation of institutional policies or rules and
regulations may be administered regardless of whether the actions of the student
also constitute civil or criminal violations. Whenever disciplinary actions lead
to the student leaving CUSOM, grades are assigned in accordance with the
CUSOM grading policy.
All APPS Committee meeting minutes and evidence are maintained in the
Office of the Dean.
Depending on the nature of the hearing, the following is a non-exclusive list of
sanctions the APPS Committee may recommend to the Dean or require to be
imposed:
6.7.7.1. Non-appealable APPS Committee Sanctions
The APPS Committee may impose a sanction, which is not
appealable to the Dean, for students failing to make academic
progress due to the following:
• Failure of one or more courses in any one Block in Years 1
and 2 of the curriculum;
• Failure of one or more total clinical rotations;
• Failure of any course or clinical rotation while in a Modified
Course of Study;
• Failure of any course or clinical rotation while on Academic
Probation;
• Failure to successfully remediate a failed course or clinical
rotation is considered an additional course/rotation failure;
• Failure to successfully complete any curricular
requirements; or
• Any other issues similar to the foregoing and deemed
relevant.
In addition to imposing sanctions for failure to make academic
progress, the Committee may review student progress in order to
remove students from Academic Warning, Academic Probation, or
Suspension.
263
A non-appealable APPS Committee sanction may include, but is
not limited to, any of the following:
• Award a satisfactory grade (C*, P*, or PC*) and promotion
to the next Block/clinical rotation following satisfactory
remediation;
• Require remediation, further coursework, repeat of courses,
or write a topic-specific paper;
• Repeat an examination, or coursework;
• Require the student to repeat multiple courses in which the
student initially earned a failing grade;
• Specify a timeline or manner in which any remediation or
Modified Schedule must occur;
• Require the successful completion of one or more additional
clinical rotations and associated requirements, including, but
not limited to, educational modules, procedure logs, and
end-of-rotation exams (even if previously taken and passed);
• Place a student on a defined term of Academic Warning or
Academic Probation. Placement of a student on Academic
Probation is mandatory if the student has failed COMLEX-
USA Level 1, COMLEX-USA Level 2-CE, a course or
clinical rotation while on Academic Warning, or failed
multiple courses or clinical rotations;
• Extend a student’s term of Academic Warning or Academic
Probation;
• Place a student on a defined term of Conduct Warning or
Conduct Probation;
• Extend a student’s term of Conduct Warning or Conduct
Probation;
• Declare the student ineligible for election to, or require
removal from, student office or organizational office for a
specified term;
• Establish specified lecture attendance requirements during
years 1 and 2;
• Require more frequent meetings with CUSOM’s Academic
Center for Excellence or faculty advisors;
• Request further assessment to verify the student has the
ability to make satisfactory progress to become an
osteopathic physician, including, but not limited to,
psychological evaluations, controlled substance or alcohol
screening/testing, or other evaluations. Such testing will be
at the student's expense;
• Require the student to attend targeted workshops or
programs, such as, but not limited to, sensitivity training or
anger management;
• Assign a Modified Course of Study, which may delay
promotion and graduation until satisfactory progress through
a directed remediation program has occurred;
264
• Assign an Admonition: Student will receive a written
warning. An Admonition will not become a part of the
student’s longitudinal record and is not reported in the
Medical Student Performance Evaluation (MSPE). In
certain circumstances, the APPS Committee Chair may
determine a referral to the Committee warrants an
Admonition and may directly assign that sanction if the
student agrees to waive their meeting with the APPS
Committee;
• Assign an Academic Warning: A student who fails any
course or clinical rotation will be placed on Academic
Warning for a defined term. While on Academic Warning,
a student is not eligible to serve as a Student Government,
club or organization officer, serve on a CUSOM committee,
attend an off-campus conference/meeting, serve as a
Teaching Assistant, or participate in research, including the
Summer Research Scholars program. The record of each
student on Academic Warning is reviewed at the end of the
defined term to evaluate the student's academic progress, and
the APPS Committee makes any recommendations
regarding the continuation or removal of Academic
Warning. Academic Warning will not appear on the
student’s official transcript and will not be reported in the
MSPE.;
• Assign an Academic Probation: A student who fails a
course or clinical rotation while on Academic Warning, fail
multiple courses or clinical rotations, fails COMLEX USA
Level-1 or Level 2-CE, fails to make satisfactory academic
progress, or exhibit any other issue identified by the APPS
Committee will be placed on Academic Probation for a
defined term. While on Academic Probation a student is not
eligible to serve as a Student Government, club or
organization officer, serve on a CUSOM committee, attend
an off-campus conference/meeting, serve as a Teaching
Assistant, or participate in research, including the Summer
Research Scholars program. The record of each student on
Academic Probation is reviewed at the end of the defined
term to evaluate the student's academic progress, and the
APPS Committee makes any recommendations regarding
the continuation or removal of Academic Probation.
Academic Probation will appear on the student’s official
transcript, along with the date the Academic Probation was
rectified. Academic Probation will be reported in the
MSPE and state licensing boards where required.;
• Assign a Conduct Warning: Students who violate the
Honor Code or display unprofessional behavior may receive
a Conduct Warning for a defined term. While on Conduct
265
Warning a student is not eligible to serve as a Student
Government, club or organization officer, serve on a
CUSOM committee, attend an off-campus
conference/meeting, serve as a Teaching Assistant, or
participate in research, including the Summer Research
Scholars program. The record of each student on Conduct
Warning is reviewed at the end of the defined term to
evaluate the student's progress, and the APPS Committee
makes any recommendations regarding the continuation or
removal of Conduct Warning. Conduct Warning will not
appear on the student’s official transcript and will not be
reported in the MSPE.; or
• Assign a Conduct Probation: Students who violate the
Honor Code or display unprofessional behavior may be
placed on Conduct Probation for a defined term as
determined by the circumstances of the case. While on
Conduct Probation a student is not eligible to serve as a
Student Government, club or organization officer, serve on
a CUSOM committee, attend an off-campus
conference/meeting, serve as a Teaching Assistant, or
participate in research, including the Summer Research
Scholars program. Additional sanctions may be instituted
based on the severity of the circumstance(s) leading to the
Probation. Conduct Probation carries with it a warning that
any further violations of CUSOM regulations will result in
more serious disciplinary action up to, and including,
dismissal. Conduct Probation will not appear on the
student’s official transcript but will be reported in the
MSPE and state licensing boards where required. Third-
and fourth-year Students on Conduct Probation may be
required to complete all electives within the Campbell
system (i.e., no “away rotations”).
6.7.7.2. Appealable APPS Committee Sanctions
The APPS Committee may also recommend to the Dean Suspension
or Dismissal of a student from the program when the APPS
Committee determines the student is unable to make academic
progress due to, but not limited to, any of the following:
• Failure of two or more courses in any one Block in Years 1
and 2 of the curriculum;
• Failure of three or more total courses in Years 1 and 2 of the
curriculum;
• Failure of two or more total clinical rotations;
• Failure of any course or clinical rotations while in a Modified
Course of Study;
• Failure of any course or clinical rotation while on Academic
Probation;
266
• Failure to successfully remediate a failed course or clinical
rotation is considered an additional course/rotation failure; or
• Any other issues deemed relevant.
The APPS Committee may impose a sanction, which is appealable
to the Dean, which may include, but is not limited to, any
combination of the following:
• Assign a grade reduction for an examination, assignment,
or course;
• Repeat an entire academic semester or year;
• Assign a Suspension: Suspension may be imposed for
violation of terms of an Academic or Conduct Probation, or
it may be imposed directly in first-offense cases which
warrant such action. In the case of Suspension, the student
will be ineligible for financial aid, is not considered an active
student, and is barred from all campus and non-campus
activities. Suspension will appear on the student’s
transcript and be reported in the MSPE and state
licensing boards where required.;
o
Any student may be placed on Suspension pending an
investigation into conduct violations, including Title IX
violations.
• Dismissal: The Dean bases Dismissal from CUSOM upon
recommendations made by the APPS Committee with final
approval for dismissal.
6.7.7.3. Non-appealable Dean-assigned Sanctions
In addition to the above sanctions, the Dean has the authority to
apply additional academic and professional sanctions, which may
not be appealed, and include, but are not limited to:
• Withholding official transcripts;
• Barring re-admission to CUSOM, if dismissed;
• Prohibiting a student from enrolling for a specified period of
time;
• Assessing monetary or specific duties restitution, or
reimbursement for damages to or misappropriation of
CUSOM, student, staff, or faculty property; or
• Dismissal from the program.
Revocation of a Degree: The Dean may recommend to the
University the revocation of the Doctor of Osteopathic Medicine
degree following graduation for discovered misconduct.
267
6.7.8 Appeal of an APPS Committee Decision
The APPS Committee Chair will notify the student in writing of the decision of
the APPS Committee meeting as soon as practical. Upon receipt of notification,
the student must sign and return the Notice of Decision within the timeframe
defined in the letter.
An appeal of an appealable APPS Committee decision by the student must
be based only upon new and relevant information not available to the
student at the time of the hearing with the APPS Committee and be made
in writing to the Dean within five (5) business days of receipt of notification.
Any documentary evidence relating to information available at the time of the
hearing, but dated after the hearing, shall not be deemed new evidence. Any
medical, psychological, or personal information, known to the student at the
time of the APPS Committee meeting must be divulged at the time of the APPS
meeting in order to be considered and, if not divulged at that time, cannot be
used by the student later as the basis of any appeal.
Dean’s Review of an Appeal
The Dean will reply within ten (10) business days of receiving the written
appeal. An appeal not received in the Office of the Dean by 5:00pm Eastern
five (5) business days after receipt of notification will not be considered, and
the decision rendered by the APPS Committee is final.
While not required, the Dean may request a meeting with the student as part of
the appeal process.
The student must make no attempt to meet with the Dean to appeal an APPS
Committee recommendation unless the Dean requests a meeting prior to
making a decision on the student’s written appeal.
No legal counsel shall be present at an appeal meeting with the Dean as
these meetings are not legal proceedings.
The Dean's decision is final.
6.7.9 Release of Information
All documents and other information concerning student discipline, including
written reprimands, are securely maintained in a confidential file. Such actions
become a part of the student's permanent education record but are only released
at the written discretion of the Dean. However, all disciplinary actions, with
the exception of Admonitions, Academic and Conduct Warnings, are required
to be reported on the Medical Student Performance Evaluation (MSPE).
Additional information regarding Educational Records is provided in Section
6.3 of this Bulletin.
268
6.8 Separation from the Program
6.8.1 Separation from CUSOM
There are four (4) categories of separation from CUSOM:
• Leave of Absence
• Withdrawal
• Suspension
• Dismissal
The Dean makes all final decisions regarding any separation from CUSOM.
All current or former students returning from an approved period away from
CUSOM (such as, but not limited to, a Leave of Absence or an offer to repeat
an academic year), must submit a completed Supplemental Application,
Background Check, and Controlled Substance Screen which typically follows
these timelines and associated requirements:
Separation from CUSOM of 1-44 days:
• Supplemental application may be required
• Background check and controlled substance screen may be required
• All required documents must be received no earlier than 15 calendar
days and no later than 7 calendar days prior to the anticipated
return date
• For example, a student returning from a 30-day Leave of Absence on
July 1
st
must submit the required documentation between June 15
th
and
June 23
rd
.
Separation from CUSOM of 45-89 days:
• Supplemental Application, background check, and controlled substance
screen must be received no earlier than 30 calendar days and no later
than 7 calendar days prior to the anticipated return date
• For example, a student returning from a 60-day Leave of Absence on
July 1
st
must submit the required documentation between June 1
st
and
June 23
rd
.
Separation from CUSOM of 90 days or longer:
• Supplemental Application, background check, and controlled substance
screen must be received no earlier than 60 calendar days and no later
than 7 calendar days prior to the anticipated return date
• For example, a student returning from a 120-day Leave of Absence on
July 1
st
must submit the required documentation between May 2
nd
and
June 23
rd
.
Additional requirements, such as a medical or psychiatric evaluation,
may be required of returning students as deemed appropriate.
269
The Executive Committee of the CUSOM Admissions Committee, consisting
of the Chair, two Vice-Chairs and at least two other members, will determine
whether or not the student has met the requirements to return. In cases in which
there is a potential conflict of interest or two of the above members are not
available, the Dean may designate another member of the full Admissions
Committee to participate.
Students who do not return on the approved date, or otherwise do not fulfill all
of the requirements for return, will need to re-apply through AACOMAS and
may not be guaranteed re-admission.
In order to return from any approved separation, the student must provide the
Dean with documentation verifying completion of the terms of the approved
separation.
Once approved for return, the Executive Committee of the APPS Committee
consisting of the Chair, two Vice-Chairs and at least two other members, will
determine placement of a student who has taken an approved separation to
determine where the student will resume the curriculum and if any additional
action or supplementary educational curriculum is required. In cases in which
there is a potential conflict of interest or two of the above members are not
available, the Dean may designate another member of the full APPS Committee
to participate. Recommendations will be based on the requisite knowledge
skills and abilities required to resume at a specific point in the curriculum
coupled with a focus on ensuring the appropriate continuum of the medical
education curriculum and training required to be successful, perform well on
licensing exams, and provide competent and compassionate patient care.
6.8.1.1 Accommodation Requests following return from a Separation
All students, including those returning from any Separation from
CUSOM lasting more than 180 days (including but not limited to
Withdrawal, Academic Leave of Absence, Suspension, or return to
repeat an academic year) requesting accommodations must follow
the process as outlined in Section 7.2.3 of this Bulletin.
Students returning from a Separation from CUSOM, who are
requesting accommodations, must contact the Executive Director of
Student Affairs to request services as soon as possible and identify
their request in the “Request for Accommodations” section of the
CUSOM Supplemental Application.
This applies to a request to receive the same accommodations that
were previously granted by CUSOM or a request to receive new
accommodations upon return from a Separation from CUSOM.
270
The University is not responsible for identifying students with
disabilities and is not required to provide services unless proper
procedures have been followed in making a request. As noted above,
accommodations are not provided retroactively.
6.8.1.2 Modified Schedule
In rare instances, a student may need to enter a Modified Schedule,
which does not require a Leave of Absence, usually due to a brief acute
illness, or personal emergency.
In such cases, the Associate Dean for Biomedical Affairs (MS-1 and
MS-2 students) or the Associate Dean for Clinical Affairs (MS-3 and
MS-4), will develop a proposed Modified Schedule with the student
which is subsequently approved by the Executive Committee of the
APPS Committee.
6.8.2 Leave of Absence
A Leave of Absence is granted by the Dean. A leave of absence is a temporary
separation from CUSOM which may not last longer than 180 calendar days.
Reasons for a leave include, but are not limited to, academic, personal, medical,
and maternity. If a leave exceeds 180 calendar days, it will become a
Withdrawal.
A Leave of Absence is requested in writing, addressed to the Dean and
delivered to the Executive Director of Student Affairs, who then provides it to
the Dean. A Leave of Absence request must also include an anticipated date of
return. The Dean in turn makes the final determination on the Leave of Absence
request.
In addition, a Leave of Absence request requires completion of a Leave of
Absence form and may or may not require the return of CUSOM issued items
depending upon the specific circumstances of the Leave of Absence.
The date for a Leave of Absence is the date of the Dean’s approval of the Leave
of Absence request.
Process for returning from an approved period away from CUSOM of less
than 180 days:
1. The Executive Committee of the CUSOM Admissions Committee
consisting of the Chair, two Vice-Chairs and at least two other
members, will determine whether or not the student has met the
requirements to return. In cases in which there is a potential conflict
of interest or two of the above members are not available, the Dean
may designate another member of the full Admissions Committee
to participate.
271
2. Once approved for return, the Executive Committee of the APPS
Committee consisting of the Chair, two Vice-Chairs and at least two
other members will determine placement of a student who has taken
an approved Leave of Absence to determine where the student will
resume the curriculum and if any additional action or supplementary
educational curriculum is required.
In cases in which there is a potential conflict of interest or two of the
above members are not available, the Dean may designate another
member of the full APPS Committee to participate.
Recommendations will be based on the requisite knowledge skills
and abilities required to resume a specific point in the curriculum
coupled with a focus on ensuring the appropriate continuum of the
medical education curriculum and training required to be successful,
perform well on licensing exams, and provide competent and
compassionate patient care.
3. Students who do not return on the approved date, or otherwise do
not fulfill all the requirements for return, will need to re-apply
through AACOMAS and may not be guaranteed re-admission.
6.8.2.1 Academic Leave of Absence
An Academic Leave of Absence is a unique situation, usually of a
one-year duration, which allows students to pursue a research
opportunity or complete a one-year post-secondary degree. Upon
completion of this additional educational, experiential activity or
scholarly pursuit, the student minimally must submit a completed
Supplemental Application, Background Check, and Controlled
Substance Screen within a timeframe designated by CUSOM, as
described in Section 6.8.1.
In order to return from any approved Academic Leave of Absence, the
student must provide documentation verifying completion of the
terms of the approved Academic Leave of Absence and an anticipated
date of return as described in Section 6.8.1.
The letter from the Dean approving an Academic Leave of Absence
will delineate any specific outcomes required upon return from the
leave, such as a list of abstracts, publications, grants submitted, letter
from the supervising research mentor, or other tangible evidence of
productivity resulting from the leave.
272
6.8.2.2 Personal Leave of Absence
A Personal Leave of Absence is granted by the Dean and may not last
longer than 180 calendar days. A Personal Leave of Absence is
available to address situations such as a death of a spouse, child, or
such other circumstance that would interrupt a student's education. A
Personal Leave of Absence lasting longer than 180 days will
automatically become a Personal Withdrawal.
In order to return from any approved Personal Leave of Absence, the
student must provide the Dean with documentation verifying
completion of the terms of the approved Personal Leave of Absence,
including an anticipated date of return as described in Section 6.8.1.
6.8.2.3 Medical Leave of Absence (Absence Less than 180 Calendar Days)
A Medical Leave of Absence may be granted to students who are in
good academic standing, who provide acceptable supporting
documentation indicating a valid medical reason requiring a leave of
less than 180 calendar days and an anticipated date of return.
Decisions regarding the granting of a medical leave are determined by
the Dean. A Medical Leave of Absence may last no longer than 180
calendar days; if the leave extends beyond 180 calendar days it will
automatically become a Medical Withdrawal as described below.
In order to return from an approved medical leave, the student must
provide the Dean with documentation from a physician
approving/releasing the student to return as a full-time student in the
curriculum as described in Section 6.8.1.
6.8.2.4 Student Maternity Leave of Absence
A Student Maternity Leave of Absence may be granted to students
who provide acceptable supporting documentation indicating a need
to take a leave of absence because of their pregnancy.
The required period of leave may include time before the delivery,
after delivery, or both. This documentation must include an estimated
date of delivery or, if a leave must be continued beyond delivery, the
date delivery occurred.
A student returning from a Student Maternity Leave of Absence must
provide a letter from their treating physician clearing them to return
to CUSOM on a full-time unrestricted basis.
Decisions regarding the granting of a maternity leave are determined
by the Dean.
273
A Student Maternity Leave of Absence extending more than 180
calendar days will require the student to file a request for a Medical
Withdrawal.
Return from a Maternity Leave of Absence
In order to return from a Maternity Leave of Absence, a student must
provide a medical note from her medical provider indicating the
definitive date of return the student is medically cleared to resume all
activities of the curriculum as a full-time student, with no restrictions.
If the treating medical provider places an activity or time restriction
on the student, the nature of the restriction(s) and the time frame for
these restrictions must be well defined.
Returning students must also complete and submit any additional
requirements as delineated in Section 6.8.1 of this Bulletin.
6.8.2.5 Parental Leave of Absence
CUSOM may grant leave for students whose significant other gives
birth or adopts a child while enrolled in the curriculum.
A Parental Leave of Absence may be granted on a case-by-case basis.
Students requesting a parental leave of absence must be in good
academic standing and provide appropriate documentation.
A Parental Leave of Absence may be up to four (4) weeks for non-
birth parents following the birth, or adoption, of a child.
Students unable to return from a Parental Leave of Absence within
four (4) weeks will be required to request a Personal Leave of
Absence, which may last up to a total of 180 days. A Personal Leave
of Absence extending more than 180 calendar days will require the
student to file a request for a Personal Withdrawal.
Students requesting a Parental Leave of Absence must complete the
following requirements:
• Meet with either the Associate Dean for Biomedical Affairs
(MS-1 and MS-2) or Associate Dean for Clinical Affairs (MS-3
and MS-4), and the Executive Director of Student Affairs at the
earliest available time to discuss the anticipated Parental Leave.
• Provide the Executive Director of Student Affairs a proposed
timeline of the requested leave.
• Schedule meetings and acquire signatures from the Office of
Financial Aid and the Bursar’s Office as part of their leave
process to avoid any ambiguity with the effect the leave may
have on a student’s financial aid.
274
Following the birth or adoption, the non-birth parent will provide the
Office of Student Affairs with an anticipated return-to-school date, not
to exceed 4-weeks from the beginning of the leave. Students unable
to return from a Parental Leave of Absence by four (4) weeks will be
required to request a Personal Leave of Absence as delineated
previously.
6.8.3 Withdrawal
Withdrawal from CUSOM is granted by the Dean. A Withdrawal may be a
temporary separation from CUSOM, which may last longer than 180 calendar
days or permanent separation from CUSOM. Reasons for a withdrawal include,
but are not limited to, personal and medical.
Any request for Withdrawal must be completed prior to beginning the first
final course assessment (e.g., exam) of a Block or clinical rotation (e.g., end-
of-rotation exam). This would include courses ending earlier than other
courses in a Block (e.g., a student would need to withdraw before completing
the Foundations in Medical Practice course, which typically ends prior to finals
week). Failure to withdraw by this date may result in issuance of a grade of F
for all courses in that Block, or for that rotation, which will be recorded on the
student’s transcript and adversely affect the student’s GPA.
A student may not withdraw if a grade has been assigned or if a final
examination or assessment event has been started. If approved, withdrawal
from a course or clinical rotation after an examination has been administered
and/or a clinical rotation completed, will result in the final grade being the grade
of record. As such, a Withdrawal cannot remove a grade of F.
A Withdrawal is requested in writing, addressed to the Dean and delivered to
the Executive Director of Student Affairs, who then provides it to the Dean.
The student must schedule meetings and acquire signatures from the Office of
Financial Aid and the Bursar’s Office as part of their leave process to avoid any
ambiguity with the effect the leave may have on a student’s financial aid. The
Dean in turn makes the final determination on the Withdrawal request.
The student must complete and return a Withdrawal Form and if approved, any
designated CUSOM issued items to the Office of Student Affairs before the
student will be considered Withdrawn in Good Standing.
The date for a Withdrawal is the date of the Dean’s approval of the Withdrawal
request.
The Dean makes the final decision regarding Withdrawals. Students who
discontinue their education at CUSOM, for any reason, are required to
complete a Withdrawal Form.
275
Upon receipt of the completed Withdrawal Form and CUSOM issued items, the
student is Withdrawn in Good Standing from CUSOM and entitled to certain
benefits (i.e., application for readmission or issuance of an official transcript if
requested). However, students who fail to withdraw prior to beginning the first
final course assessment (e.g., exam) of a Block or clinical rotation (e.g., end-
of-rotation exam) resulting in the issuance of a grade of “F” on any course(s)
with in a Block, or for that rotation, may withdraw, but they would no longer
be in good academic standing.
Students on Suspension are not enrolled students.
Students eligible to return from a Withdrawal from CUSOM, minimally must
submit a completed Supplemental Application, Background Check, and
Controlled Substance Screen within a timeframe designated by CUSOM, as
described in Section 6.8.1 of this Bulletin. Additional requirements, such as a
medical or psychiatric evaluation, may be placed on returning students as
deemed appropriate.
Students eligible to return from a Withdrawal are required to provide the Dean
with documentation verifying completion of the terms of the approved
Withdrawal as described in Section 6.8.1.
NOTE: Although different categories of Withdrawal are identified, the
student transcript will reflect a "W" for any approved Withdrawal.
6.8.3.1 Personal Withdrawal
A Personal Withdrawal may be granted to students who wish to
voluntarily leave CUSOM for personal reasons. Students
withdrawing from CUSOM for personal reasons are not guaranteed
re-admission. To be deemed Withdrawn in Good Standing, the
student must have passed all classes, including all clinical rotations,
and be in good academic standing, complete all required paperwork
and follow all CUSOM procedures during the withdrawal process.
Students eligible to return from a Personal Withdrawal minimally
must submit a completed Supplemental Application, Background
Check, and Controlled Substance Screen within a timeframe
designated by CUSOM as delineated in Section 6.8.1 of this Bulletin.
The student may also be required to provide the Dean with additional
documentation verifying completion of the terms of the approved
withdrawal as described in Section 6.8.1.
276
6.8.3.2 Academic Withdrawal
An Academic Withdrawal may be granted to students who wish to
voluntarily leave CUSOM after encountering academic difficulties,
including a failed course(s). Students withdrawing from CUSOM for
academic reasons are not guaranteed re-admission, are not considered
to be in good academic standing, must complete all required
paperwork and follow all CUSOM procedures during the withdrawal
process.
6.8.3.3 Medical Withdrawal (Absence Greater than 180 Calendar Days)
A Medical Withdrawal may be granted to students who are in good
academic standing and who have an approved medical reason for a
medical leave of absence that exceeds 180 calendar days.
A student returning from an approved Medical Withdrawal minimally
must submit a completed Supplemental Application, Background
Check, and Controlled Substance Screen within a timeframe
designated by CUSOM as delineated in Section 6.8.1 of this Bulletin.
Additional requirements, such as a medical or psychiatric evaluation,
may be placed on returning students as deemed appropriate.
In order to return from an approved Medical Withdrawal, the student
must also provide the Dean with documentation from a physician
approving/releasing the student to return as a full-time student in the
curriculum as described in Section 6.8.1.
6.8.4 Special Meetings of the APPS Committee
The Dean may call a meeting of the APPS Committee to determine placement
of a student who is returning from an approved Leave of Absence, Withdrawal,
or Suspension to determine where the student will resume the program and to
determine if any additional action or supplementary educational curriculum is
required.
Recommendations will be based on the requisite knowledge skills and abilities
required to resume at a specific point in the curriculum coupled with a focus
on ensuring the appropriate continuum of the medical education curriculum
and training required to be successful, pass required licensing exams, and
provide competent and compassionate patient care.
6.8.5 Suspension
Suspension is defined as a temporary separation from the institution during
which time students are not enrolled, not registered and are not eligible for
financial aid. The duration of the Suspension will be determined by the Dean
and may include recommendations from the APPS Committee.
277
While on Suspension, students must not represent themselves as CUSOM
students. In addition, they are not permitted to be on the University campus or
affiliated clinical campuses, participate in any clinical activities or wear their
CUSOM white coat.
If the terms set out under the Suspension are not fulfilled, or the period of
Suspension is greater than 180 calendar days, the student will be dismissed
from CUSOM.
6.8.6 Dismissal
The Dean makes the final decision on all student dismissals and his/her decision
is not appealable.
6.9 Graduation
6.9.1 Graduation Requirements
The degree of Doctor of Osteopathic Medicine is granted to, and conferred
upon, candidates who have:
• Satisfied all academic requirements, and completed the total number of
credits required for their class as calculated at the time of graduation;
• Passed COMLEX-USA Level 1, COMLEX-USA Level 2-CE, and
COMLEX-USA Level 2-PE*;
*NOTE: As of the date of this Bulletin, the NBOME and the COCA
have temporarily waived the passing of COMLEX-USA
Level 2-PE as a graduation requirement for the Class of
2023. As such, to be eligible to graduate, each student
must have successfully completed CUSOM’s Clinical
Skills Assessment Program which includes both a
longitudinal assessment of student performance and an on-
campus multi-station Objective Structured Clinical Exam
(OSCE) during the fourth year. This multi-station OSCE,
also called the Physical Exam-Qualifying Exam (PE-QE),
requires students to successfully demonstrate the
fundamental clinical skills and physician-related
competency domains required for graduation, entrance
into supervised graduate medical education programs, and
the provision of safe osteopathic medical care of patients.
• Demonstrated good moral, professional, and ethical character; and
• Completed all required exit paperwork and settled all financial
obligations with CUSOM, Campbell University and affiliate and
collaborative partners incurred during the academic program.
278
Six (6) Year Graduation Requirement
In accordance with COCA standards, single degree DO students must
complete their education within six (6) years following matriculation. To
become eligible for graduation, each student must successfully complete all
the above requirements within six (6) years following matriculation.
The six (6) years allow for the completion of a Modified Course of Study due
to medical, academic, behavioral or other leave of absence.
The Dean may, in exceptional circumstances, grant an extension to this 6-year
rule.
Professional and ethical competence is required for graduation. Students must
demonstrate the ethical and professional qualities deemed necessary for success
and continued study and practice of osteopathic medicine; the suitability for the
practice of medicine by dutiful and responsible acceptance for patient care; and
integrity in the conduct of clinical duties. Students may be dismissed from
CUSOM if any of these competencies are not met.
In addition, revocation of the Doctor of Osteopathic Medicine degree may occur
following graduation for discovered misconduct of prior students. The Dean
may recommend to the University the revocation of the Doctor of Osteopathic
Medicine degree following graduation for discovered misconduct. Allegations
of misconduct, which may result in a revocation of a granted degree, are
considered by the Dean. This procedure is set forth in Section 6.7.7 of the
Academic Bulletin.
A student must complete all curricular requirements at CUSOM, or a minimum
of two (2) years at CUSOM and two (2) years at another institution accredited
by the Commission on Osteopathic College Accreditation (COCA) or Liaison
Committee on Medical Education (LCME), between the date of matriculation
and graduation. In addition to this requirement, the student must have been
enrolled full-time at CUSOM during their entire third and fourth academic
years.
Students must complete to the satisfaction of the faculty, as determined by the
individual course directors, clinical rotation preceptors and through the APPS
Committee, all prescribed courses and clinical experiences to graduate. The
Dean makes the determination on any student appeals of APPS Committee or
Vice Dean recommendations according to the process delineated in Section 6.7
of this Bulletin.
Students must meet with Financial Aid and to complete all required exit
documentation, including financial aid and debt counseling, in order to receive
a diploma. CUSOM students must also attend the exit process in order to
receive a diploma.
279
Upon passage of COMLEX-USA Level 1, Level 2-CE, Level 2-PE*, and all
other requirements as delineated in this Academic Bulletin, the Faculty of
CUSOM, through the Dean and President, recommends degree candidates to
the Board of Trustees. Upon approval of the recommendation, the Board of
Trustees confers the Doctor of Osteopathic Medicine degree on students
successfully completing all requirements for graduation.
*NOTE: As of the date of this Bulletin, the NBOME and the COCA have
temporarily waived the passing of COMLEX-USA Level 2-PE
as a graduation requirement for the Class of 2023. As such, to
be eligible to graduate, each student must have successfully
completed CUSOM’s Clinical Skills Assessment Program
which includes both a longitudinal assessment of student
performance and an on-campus multi-station Objective
Structured Clinical Exam (OSCE) during the fourth year. This
multi-station OSCE, also called the Physical Exam-Qualifying
Exam (PE-QE), requires students to successfully demonstrate
the fundamental clinical skills and physician-related
competency domains required for graduation, entrance into
supervised graduate medical education programs, and the
provision of safe osteopathic medical care of patients.
6.9.2 Delayed Graduation Policy
If a student is suspended, takes a Leave of Absence or Withdrawal, or is
required to retake courses in the curriculum as a result of specific course or
clinical rotation failures or a deficiency in overall academic performance, the
student will be placed in a Modified Course of Study (MCOS). As discussed
in Section 6.6.3, a Modified Course of Study (MCOS) is a credit-bearing,
individualized study plan for students who require an alternative educational
pathway for reasons such as board preparation, required remediation, illness,
leaves of absence, or withdrawals. The institution of a MCOS may result in a
delay in the scheduling and completion of a student’s clinical rotations and
graduation date.
Voluntary withdrawals, leaves of absence, suspensions secondary to academic
or non-academic matters, or failure to pass Board exams consistent with
CUSOM policy may also result in a delay in the scheduling and completion of
a student’s clinical rotations and graduation date.
Six (6) Year Graduation Requirement: All single degree DO students, including
those who require a Modified Course of Study, must complete their education
within six (6) years following matriculation. To become eligible for graduation,
each student must successfully complete all graduation requirements within six
(6) years following matriculation.
280
Any alteration in the normal curriculum progression may affect a student’s
financial aid status or qualification for education-based financial aid. In
addition, placement in a MCOS may impact the student’s ability to participate
in the residency match process. Specific counseling and advice should be
sought from the CUSOM Office of Academic Affairs and the University’s
Office of Financial Aid for these or other indicated situations.
For Doctor of Osteopathic Medicine candidates who have grade point average
of 2.000 or higher but who are lacking no more than thirty (30) credit hours of
meeting all graduation requirements may file a “Request to Participate in
Commencement” with the following stipulations:
• Forms for this purpose are available in the Campbell University School
of Osteopathic Medicine Registrar’s Office and must be completed and
submitted no later than 15 days prior to graduation.
• Candidates applying for the “thirty (30) hour rule” exemption must also
file an Application for Graduation.
• If approved, the candidate will be allowed to participate in only one
Commencement program for the degree in question. Furthermore, the
candidate must understand that if approved for the participation in May
or December Commencement, he/she will not be eligible to participate
in any subsequent semester when he/she would have been eligible after
having met all graduation requirements.
• For students to be eligible to participate in the May graduation
ceremony, they must have taken COMLEX USA Level 2-CE and Level
2-PE* prior to graduation with the results available no later than six (6)
weeks following graduation.
• Candidates participating under the “thirty (30) hour rule” will not
receive graduation honors until all requirements have been met and they
have filed a new Application for Graduation for the term in which the
degree will actually be conferred.
• Students participating under the “thirty (30) hour rule” will not receive
their diploma until all graduation requirements have been met and
they have filed a new Application for Graduation for the term in which
the degree will actually be conferred.
*NOTE: As of the date of this Bulletin, the NBOME and the COCA have
temporarily waived the passing of COMLEX-USA Level 2-PE as a
graduation requirement for the Class of 2023. As such, to be eligible
to graduate, each student must have successfully completed
CUSOM’s Clinical Skills Assessment Program which includes both
a longitudinal assessment of student performance and an on-campus
multi-station Objective Structured Clinical Exam (OSCE) during
the fourth year. This multi-station OSCE, also called the Physical
Exam-Qualifying Exam (PE-QE), requires students to successfully
demonstrate the fundamental clinical skills and physician-related
competency domains required for graduation, entrance into
281
supervised graduate medical education programs, and the provision
of safe osteopathic medical care of patients.
6.9.3 Hooding Policy
The CUSOM Hooding Policy outlines the requirements for an individual to be
allowed to hood CUSOM graduates conferred with the degree Doctor of
Osteopathic Medicine.
The Dean designates the specific hooders to participate in each Commencement
ceremony. This includes participating immediate family members who may be
eligible and approved to serve as a hooder as discussed below.
All hooders of graduates receiving the Doctor of Osteopathic Medicine (DO)
degree must be CUSOM Faculty or hold either the DO or Doctor of Medicine
(MD) degree from an accredited medical school.
Members of the graduation ceremony platform party who do not hold the DO
or MD degree may be permitted to hood graduates upon approval by the Dean.
Immediate family members who hold either the DO or MD degree from an
accredited medical school may be permitted to hood graduates upon approval
by the Dean.
For the purposes of this Policy, an immediate family member is defined as a
person who is connected to the graduate by blood or marriage -- spouse,
parent(s), parent-in-law, brother, sister, son, daughter, grandparent(s), aunt,
uncle, cousin, nephew, niece, or sibling-in-law.
Family hooders are required to wear appropriate academic regalia during the
Commencement ceremony. Family hooders who do not own their own regalia
are responsible for any costs associated with the rental/purchase of regalia for
the ceremony.
Students who participate in Commencement ceremonies outside of the CUSOM
Commencement Ceremony in May will not be able to designate specific
hooders for their Commencement ceremony (i.e., no family hooders at any
graduation other than the May ceremony).
These policies and procedures may change due to unforeseen circumstances.
282
6.10 Grievance Processes
6.10.1 Resolution and Grievance Procedure
CUSOM recognizes the need for students to voice grievances and to seek
resolution to problems, disagreements with faculty/administrators, or
interpretations of institutional policy. CUSOM also recognizes the
responsibility of the student to express their concerns in a professional and
ethical manner. Concerns may involve course grades other than a grade
reviewed by the APPS Committee, promotion, behavioral issues, financial
concerns or issues related to external (e.g. COCA, SACSCOC) accreditation
standards and procedures. This grievance process shall not be used to appeal
or review violations of the Honor Code or an appeal from the APPS
Committee final decision by the Dean or the APPS Committee.
All grievances must be filed in writing to the CUSOM Office of the Dean. All
grievance material is securely maintained in the Dean’s Office in a specific
student/employee/faculty file as appropriate to the grievance.
Each step of the Resolution and Grievance Procedure generally takes fourteen
(14) calendar days to complete, unless otherwise noted. Extensions or waivers
to this timeframe may be granted on a case-by-case basis. Notice of a request
for an extension from a student must be submitted in writing to the Dean within
ten (10) calendar days prior to the deadline.
Decisions regarding the request for an extension shall be communicated to the
student via letter within two (2) business days of receipt of the request for an
extension. Likewise, if CUSOM needs to extend a deadline, the Office of the
Dean shall provide said notice ten (10) calendar days before the due date.
6.10.2 Grievance for Academic Resolutions, Course Procedures, Grading
Policies, and CUSOM Policies and Procedures
6.10.2.1 Academic Issues
An individual concern of an academic nature should be first discussed
with the immediate instructor or preceptor and must be done in a
professional manner. This concern generally includes those which
arise from personal conflicts or actions taken against a student
individually. For individual concerns, if resolution cannot be reached,
the student may, within fourteen (14) calendar days of the failed
resolution, appeal, in writing to the appropriate Associate Dean for the
academic year involved.
283
If resolution cannot be reached from the prior appeals, the student
may, within fourteen (14) calendar days of the failed resolution,
appeal in writing to the Dean whose decision will constitute the final
resolution. The Dean may refuse to meet with a student if the appeal
has not been presented in writing, in advance of the meeting.
A concern over general course procedures or grading policies should
be addressed through the Class President to either the Associate Dean
for Biomedical Affairs or the Associate Dean for Clinical Affairs. If
a resolution cannot be reached through the normal processes for an
acceptable and reasonable request, the Class President may, within
fourteen (14) calendar days of the failed resolution, appeal in writing
to the Vice Dean for Academic Affairs.
If resolution cannot be reached from the prior appeals, the Class
President may, within fourteen (14) calendar days of the failed
resolution, appeal in writing to the Dean whose decision will
constitute the final resolution. The Dean may refuse to meet with the
Class President if the appeal has not been presented in writing, in
advance of the meeting.
Reminder: Course Assessment policies and test question challenges
are not covered under student grievances. See course-specific syllabi
for information regarding these issues.
6.10.2.2 CUSOM Policies and Procedures
A concern over CUSOM policies and procedures should be addressed
through the Student Government Association (SGA) President and the
Executive Director of Student Affairs. If through the normal
processes for an acceptable and reasonable request, a resolution
cannot be reached, the SGA President may, within fourteen (14)
calendar days of the failed resolution, appeal in writing to the Dean
whose decision will constitute the final resolution. The Dean may
refuse to meet with the SGA President if the appeal has not been
presented in writing, in advance of the meeting.
If the concern is financial, or with other areas of CUSOM, the student
should follow the appropriate chain of command as defined by the
CUSOM Organizational Chart.
6.10.3 Grievance Procedure for Harassment or Discrimination
Students who believe they have the right to exercise a grievance as described in
Section 6.10.1, or an academic grievance not described in Section 6.10.2,
(hereinafter a “Grievance”) shall use the Grievance Procedure as hereinafter set
forth.
284
Retaliation against any individual who files a grievance or participates in the
grievance process is strictly prohibited. In the event a student or anyone who
participated in the grievance process believes they have been subjected to
retaliation, that individual may use the Harassment Grievance procedures listed
below.
Step One: The Resolution Process
Students who meet the Technical Standards for admission to CUSOM, as
described in this Academic Bulletin, and feel they have a Grievance shall
first meet with the Executive Director of Student Affairs to explain their
grievance.
The student must schedule a meeting with the Executive Director of Student
Affairs within fourteen (14) calendar days from the date of the action being
grieved or the date the student should have known about the action to initiate
this discussion. The Grievance complaint must be made in writing and
signed by the person filing it. The Executive Director of Student Affairs
shall investigate the Grievance within seven (7) calendar days. In the case
where the discrimination is in any way threatening, the Executive Director
of Student Affairs shall investigate the complaint and bring it to the
attention of the Dean immediately for intervention.
After the investigation period of seven (7) calendar days, the student filing
the Grievance, and the person against whom the Grievance is filed shall
meet with the Executive Director of Student Affairs to discuss an informal
resolution. This meeting shall be scheduled within fourteen (14) calendar
days of the initial filing of the Grievance.
A letter confirming the mutual decisions of the resolution shall be
distributed, within ten (10) calendar days of the meeting, to all persons and
kept within the permanent student and or employee files for possible future
issues that may arise with the resolution.
If the Executive Director of Student Affairs determines there is insufficient
evidence to support the allegations, he/she may close the Grievance and
shall notify the student, within fourteen (14) calendar days, of his/her
findings and inform the student of their right to request a Grievance
Hearing.
The Executive Director of Student Affairs shall keep a record of the
grievance investigation, including all supporting documentation and a
report of the findings. All material shall be filed as previously stated in this
procedure.
285
Step Two: The Grievance Hearing Process
If the student feels the informal resolution has not been successful, or
disagrees with the informal resolution, he/she may request the Executive
Director of Student Affairs and the Dean to call a Grievance Hearing. The
student has thirty (30) calendar days after receiving written notice of denial
of the Grievance to request such a hearing.
The request must be in writing, signed by the student, and include the
following information:
• A clear and precise statement of the Grievance;
• A statement explaining how the action is discriminatory or the
decision unreasonable if it is a denial of a requested
accommodation;
• The name the respondent parties (the person(s)) against whom the
Grievance is filed);
• An explanation of each respondent responsible for the action or decision;
• The requested remedy; and
• Any request to bring a non-participating observer to the hearing.
The request for an appeal shall not be based upon any evidence that the
grievant had or was aware of at the time of the meeting with the Executive
Director of Student Affairs.
This information must be sent by certified mail or delivered with signature
of receipt to both the Office of the Executive Director of Student Affairs
and the Office of the Dean. Upon receipt of the request for a Grievance
Hearing, the following processes shall be followed:
• The Dean shall designate the Vice Dean for Academic Affairs to
review the case within seven (7) calendar days to see if a peaceful
and prompt resolution can be made between the parties. In cases
where this cannot be accomplished, the Dean shall appoint a
Grievance Hearing Board, including naming a Chair, at the end of
the seven (7) calendar days.
• The Grievance Hearing Board shall be appointed by the Dean who
shall notify the Grievance Hearing Board in writing, of their
appointment and inform them of the date of the hearing. The date
of the hearing shall be within fourteen (14) calendar days of the
notice. The Dean shall ensure that those participating on the
Grievance Hearing Board are not a part of the alleged discrimination
or the denial of accommodations. The Grievance Hearing Board
shall consist of a Chair, two Associate Deans, two faculty members,
one staff member, and one student.
• The person(s) against whom the Grievance is alleged shall receive a
written copy of the Grievance at least seven (7) calendar days in
advance of the hearing.
286
• The Grievance Hearing Board shall hear the Grievance by the
student. The person filing the Grievance, as well as the person
against whom the Grievance is alleged shall at this time bring all
witnesses and/or evidence to the hearing for the Grievance Hearing
Board to consider. The Grievance Hearing Board shall also review
documentation, including the final report from the Executive
Director of Student Affairs relating to the Grievance, and, as
necessary, shall interview the Executive Director of Student Affairs
as a witness in the Grievance. Neither party shall be entitled to have
an attorney represent them at the hearing. Only the Chair shall be
entitled to question any witness, and decide upon the relevancy of
any evidence presented.
• Prior to convening the Grievance hearing meeting, the Grievance
Hearing Board shall be trained on the specific Grievance hearing
procedures relating to the individual Grievance and will be provided
with additional educational material as appropriate.
Following this initial hearing and presentation, if additional information is
needed to render a decision, the Grievance Hearing Board may recess for a
period of not greater than fourteen (14) calendar days. The Grievance
Hearing Board, or the Executive Director of Student Affairs at the request
of the Grievance Hearing Board, shall conduct further investigation of the
alleged Grievances. The Grievance Hearing Board may, during this time,
meet with CUSOM's legal counsel.
The second meeting of the Grievance Hearing Board, which shall occur
within fourteen (14) calendar days, shall be to further discuss the Grievance,
the investigation, the educational materials provided, and the advice of legal
counsel. The Grievance Hearing Board may require second interviews with
the person filing the Grievance or with those whom the Grievance is filed
against. The Grievance Hearing Board shall make a final ruling at this
meeting. Minutes will be taken of all Grievance Hearing Board meetings.
A letter shall be sent to the student within fourteen (14) calendar days of the
final determination by the Grievance Hearing Board.
Step Three: Final Appeal Procedure
The parties have the right to appeal the decision of the Grievance Hearing
Board to the Dean. The student has thirty (30) calendar days after receiving
the Grievance Hearing Board decision letter to file for an appeal. All such
requests must be in writing, signed by the student, and be sent via certified
mail directly to the Office of the Dean. The Dean shall have a period of not
greater than fourteen (14) calendar days to respond to the appeal. The Dean
shall have the final determination as to the outcome.
287
6.11 Improper Relationships
Relationships between a student and a faculty/staff member, including clinical
preceptors, entrusted to oversee the student, which extend beyond the educational
requirements or beyond CUSOM activities, are not permitted. Relationships with
patients (by a student or faculty member) which extend beyond their care requirements
are strictly prohibited.
Inquiries should be directed to the University’s Title IX Coordinator:
Kellie Slappey Nothstine
Associate Vice President of Campus Life and Title IX Coordinator
Wallace Student Center, Room 237
P.O. Box 95
Buies Creek, NC, 27506
Telephone: (910) 893-2039
Fax: (910) 893-1534
Email: nothstine@campbell.edu
Inquiries may also be directed to the United States Department of Education's Office
for Civil Rights, District of Columbia Office:
U.S. Department of Education
400 Maryland Avenue SW
Washington, DC 20202-1475
Telephone: (202) 453-6020
Fax: (202) 453-6021
Email: OCR.DC@ed.gov
Consensual Relationships
Consensual relationships between students and faculty, or students and staff
members, are prohibited. Sexual activity is not permitted in any CUSOM setting.
6.12 Complaints Regarding Non-compliance with American Osteopathic Association
(AOA) Accreditation Standards
CUSOM is committed to meeting and exceeding the standards for Accreditation of
Colleges of Osteopathic Medicine: COM Accreditation Standards and Procedures as
described by the Commission on Osteopathic College Accreditation (COCA). A copy
of the standards is available upon the request from the Office of the Dean or at the AOA
COCA’s website at:
https://osteopathic.org/accreditation/standards/
Students in the osteopathic medicine program who believe that CUSOM may not be in
compliance with a standard of accreditation have the right to file a complaint through
the following procedure:
288
• A written, dated and signed complaint must be filed with the Office of
Student Affairs.
• The Office of Student Affairs will consult with the Vice Dean for Academic
Affairs and form an ad hoc committee of administration and student
government representatives to investigate the complaint.
• The results of the investigation will include findings of fact, a determination
of standard compliance or non-compliance, and recommended corrective
actions if indicated. The results will be communicated in writing to the Vice
Dean for Academic Affairs, Office of Student Affairs and the student
complainant.
• If corrective action is indicated, the Vice Dean for Academic Affairs will
develop a description/plan for such action within thirty (30) days of receipt of
the ad hoc committee results and deliver such plan to the Dean with a copy
to the ad hoc committee. If corrective action is not indicated, the ad hoc
committee will inform the complainant of their results.
• Records of all proceedings regarding complaints will be maintained by the
Office of Student Affairs.
• In the event that the student complainant is not satisfied with the ad hoc
committee determination or correction action, the student may appeal the
decision to the Dean.
• In the event that the student complainant is not satisfied with the ad hoc
committee determination or corrective action, the student may communicate the
complaint to:
COCA Assistant Secretary
Commission on Osteopathic College Accreditation
American Osteopathic Association
142 East Ontario Street
Chicago, IL 60611-2864
Telephone: (312) 202-8124
Fax: (312) 202-8397
Email: predoc@osteopathic.org
CUSOM recognizes the right of students to express complaints regarding COCA
Accreditation Standards and procedures directly to the immediate accrediting body, the
COCA.
289
Formal Federal Agency Grievance Procedures
Students with grievances or complaints against CUSOM based upon violations of
Section 504 or the ADA also have the right to file a complaint with the Office for Civil
Rights by:
Mailing the grievance or complaint to:
U.S. Department of Education
Office of Civil Rights
400 Maryland Avenue SW
Washington, DC 20202-1100; or
Faxing it to the Director at (202) 453-6012; or
Filing it electronically at:
http://www.ed.gov/about/offices/list/ocr/complaintprocess.html
For more information, students can contact the Office for Civil Rights:
Telephone: 1-800-421-3481
Email: OCR@ed.gov
6.13 American Osteopathic Association Code of Ethics
As an osteopathic institution, CUSOM requires that all students read and adhere to the
following code of ethics.
All students and physician faculty are required to follow the code of ethics as adopted
by the American Osteopathic Association (AOA), and as listed below:
Section 1. The physician shall keep in confidence whatever she/he may learn
about a patient in the discharge of professional duties. The
physician shall divulge information only when required by law or
when authorized by the patient.
Section 2. The physician shall give a candid account of the patient's condition
to the patient or to those responsible for the patient's care.
Section 3. A physician‐patient relationship must be founded on mutual trust,
cooperation, and respect. The patient therefore, must have
complete freedom to choose her/his physician. The physician must
have complete freedom to choose patients whom she/he will serve.
However, the physician should not refuse to accept patients because
of the patient's race, creed, color, sex, national origin or handicap.
In emergencies, a physician should make her/his services available.
Section 4. A physician is never justified in abandoning a patient. The
physician shall give due notice to a patient or to those responsible
for the patient's care when she/he withdraws from the case so that
another physician may be engaged.
290
Section 5. A physician shall practice in accordance with the body of
systematized and scientific knowledge related to the healing arts. A
physician shall maintain competence in such systematized and
scientific knowledge through study and clinical applications.
Section 6. The osteopathic medical profession has an obligation to society
to maintain its high standards and, therefore, to continuously
regulate itself. A substantial part of such regulation is due to the
efforts and influence of the recognized local, state and national
associations representing the osteopathic medical profession. A
physician should maintain membership in and actively support such
associations and abide by their rules and regulations.
Section 7. Under the law a physician may advertise, but no physician shall
advertise or solicit patients directly or indirectly through the use of
matters or activities, which are false or misleading.
Section 8. A physician shall not hold forth or indicate possession of any
degree recognized as the basis for licensure to practice the healing
arts unless he is actually licensed on the basis of that degree in the
state in which she/he practices. A physician shall designate her/his
osteopathic school of practice in all professional uses of her/his
name. Indications of specialty practice, membership in professional
societies, and related matters shall be governed by rules
promulgated by the American Osteopathic Association.
Section 9. A physician should not hesitate to seek consultation whenever
she/he believes it advisable for the care of the patient.
Section 10. In any dispute between or among physicians involving ethical or
organizational matters, the matter in controversy should first be
referred to the appropriate arbitrating bodies of the profession.
Section 11. In any dispute between or among physicians regarding the diagnosis
and treatment of a patient, the attending physician has the
responsibility for final decisions, consistent with any applicable
osteopathic hospital rules or regulations.
Section 12. Any fee charged by a physician shall compensate the physician
for services actually rendered. There shall be no
discipline/department of professional fees for referrals of patients.
Section 13. A physician shall respect the law. When necessary a physician
shall attempt to help to formulate the law by all proper means in
order to improve patient care and public health.
Section 14. In addition to adhering to the foregoing ethical standards, a
physician shall recognize a responsibility to participate in
community activities and services.
Section 15. It is considered sexual misconduct for a physician to have sexual
contact with any current patient whom the physician has
interviewed and/or upon whom a medical or surgical procedure has
been performed.
291
Section 16. Sexual harassment by a physician is considered unethical. Sexual
harassment is defined as physical or verbal intimation of a sexual
nature involving a colleague or subordinate in the workplace or
academic setting, when such conduct creates an unreasonable,
intimidating, hostile or offensive workplace or academic setting
.
292
7. Student Policies and Services
7.1 Student Wellness
As future physicians, it is important for CUSOM students to maintain good personal,
physical, and mental health. With this in mind, CUSOM offers several services to
support student physical and mental well-being. CUSOM encourages students to seek
assistance for themselves or fellow classmates early if they encounter any physical or
mental health concerns.
7.1.1 Student Health
CUSOM students are able to utilize the Campbell University Health Center for
confidential diagnostic, preventive and therapeutic medical services and
personal health concerns. All personal medical information is kept confidential
in compliance with HIPAA regulations.
The Campbell University Health Center office hours can be found on the Health
Center website:
https://www.campbell.edu/health-center/
For medical emergencies and after-hours healthcare, students are encouraged
to access appropriate care as warranted by their situation including local Urgent
Care facilities, Emergency Departments and Emergency Medical Services. In
an emergency, students should access EMS and the 911-dispatch system.
Students needing health services while on Clinical Rotations away from
CUSOM, should refer to Section 5.7.2 of this Bulletin.
Further information may be found at:
https://www.campbell.edu/health-center/
7.1.2 Health Insurance
All students are required to have health insurance at the time of matriculation
and maintain health insurance coverage through graduation. Students are
required to either enroll in Campbell University’s health insurance plan
(https://www.campbell.edu/students/student-health-insurance/) or provide
proof of active health insurance coverage obtained through another company.
Before registration and before the beginning of class or clinical rotations
annually, all students must either provide proof of health insurance and sign the
Campbell University insurance waiver, or purchase the health insurance made
available through Campbell University.
293
Students without active health insurance coverage will not be permitted to
participate in any patient care clinical activities.
Any medical costs incurred by students as a result of exposure to infectious
diseases or materials, needle sticks, injuries (falls, burns, lacerations, etc.) or
other medical or surgical conditions while a student at CUSOM are the
responsibility of the student and his/her health insurance carrier.
Information on Campbell University Student Health Insurance can be found
using the following link:
https://www.campbell.edu/students/student-health- insurance/
7.1.3 Vaccinations
Students must obtain all CUSOM-required vaccinations and corresponding
titers, prior to matriculation and remain compliant with all vaccination
requirements through graduation in order to complete all clinical requirements
in the CUSOM curriculum.
Regulatory and legislative authorities require students to demonstrate
vaccination, immunity or protection from multiple contagious diseases before
being allowed to participate in clinical experiences.
Descriptions of CUSOM vaccination and testing requirements, including those
addressing Diphtheria, Pertussis, Tetanus, Measles, Mumps, Rubella, Varicella,
Hepatitis B, Influenza, and COVID-19 and Tuberculosis are presented in
Section 3.16.1 of this Bulletin.
All incoming and current students must log all vaccination requirements on the
standard AAMC Standard Immunization Form, available at:
https://www.aamc.org/download/440110/data/immunizationform.pdf
This form must be completed in its entirety and signed by a physician or
qualified healthcare provider verifying the required information. In addition,
students are required to submit supporting documentation such as vaccination
records and titers.
Non-compliance with CUSOM Vaccination Requirements may result in
the inability to participate in any clinical experiences, including, but not
limited to, standardized patient OSCEs, early clinical experiences, and
clinical rotations. This may result in unexcused absences leading to failure
of a course or clinical rotation(s), referral to the Academic Performance,
Promotion and Standards (APPS) Committee, Academic Probation,
Suspension, delay in graduation, or even Dismissal from the program.
Additional important information regarding CUSOM Vaccination
Requirements is presented in Section 3.16.1 of this Bulletin.
294
7.1.4 Controlled Substance Screening Protocol
Controlled substance screening of learners and staff members is mandatory at
most healthcare facilities prior to participating in patient care. As such, a
controlled substance screening test showing no evidence of alcohol, illicit
substances, prescription medications without a valid prescription, or substances
classified as illegal in the state of North Carolina, is required before
matriculation into CUSOM and again before the start of Year Three of the
program. Additional screening or confirmatory tests may be required as
determined by CUSOM or affiliated clinical training sites.
CUSOM reserves the right to require controlled substance testing or a mental
health evaluation of any student when there is an incident of erratic or unusual
behavior or there is a reasonable concern due to a student’s behavior,
appearance, or performance.
Refusal or failure to submit to required testing may result in disciplinary action
up to, and including, dismissal from the program. Students found to have
screening tests positive for alcohol, illicit substances, and controlled substances
(defined as a drug or substance listed in Schedules I through V of the Federal
Controlled Substances Act (21 U.S.C. §812)) or prescription medications
without a valid prescription may be subject to disciplinary action up to, and
including, dismissal. Please note this also includes substances classified as
illegal in the state of North Carolina but which may be legal in other states.
For example, although the use of marijuana is legal in some states, the US
Federal Drug Enforcement Agency lists it as an illegal drug. Its use or abuse
impairs the ability of a healthcare professional to provide optimal care to his or
her patients. As such, the use of marijuana in any form is a violation of
University policy.
CUSOM will provide clinical rotation sites with a copy of the results of any
controlled substance screening performed on students prior to, and for the
duration of, their placement at the site. By matriculating at CUSOM, students
grant CUSOM the right to share this information as deemed appropriate.
Clinical education sites may set their own standards regarding whom they will
permit to participate in clinical rotations based on the results of the controlled
substance screening or require students undergo further testing.
CUSOM has no control over the content of third-party Background Checks,
which may include charges of Driving Under the Influence (DUI), Driving
While Intoxicated (DWI), or similar offenses. Background Checks revealing
prior criminal activity, even charges which may have been dismissed by the
courts, could still result in consequences affecting clinical rotations, acceptance
into residency programs, future licensing, specialty board certification, or
employment opportunities.
295
If a student is unable to complete clinical rotations due to the inability to
pass controlled substance testing requirements, he/she will not be capable
of making academic progress or be able to meet graduation requirements.
In addition, and as such, he/she will be referred to the Academic
Performance, Promotion and Standards (APPS) Committee for possible
sanctions up to, and including, dismissal from the program.
Prior to Starting Year 3 Clinical Rotations:
A random controlled substance screening is required prior to starting
clinical rotations, and all results are shared with the clinical sites. Students
must have the controlled substance screening sample collected at a facility
approved by CUSOM.
If the test result is positive or shows other abnormalities, the Dean will
appoint an ad hoc subcommittee, a subset of the CUSOM APPS Committee,
to review the information and make a recommendation regarding an
appropriate action to the Dean who will make the final decision. Depending
on this decision, the student’s advancement to the third year of the
curriculum (clinical rotations) may be delayed based on the results.
Results of controlled substance screenings are made available to clinical
rotation sites. By matriculating at CUSOM, students grant CUSOM the
right to share this information as deemed appropriate.
All controlled substance screening tests are maintained in a secure location
to ensure confidentiality. Access to this information is limited to the
Executive Director of Student Affairs, the Associate Dean for Clinical
Affairs, the CUSOM Dean (or Vice Dean as the Dean’s designee), and the
Campbell University General Counsel.
Results from positive controlled substance screens are shared with the
Associate Dean for Behavioral Health in the event the student requires
drug/alcohol counseling.
The entire cost of any testing is the responsibility of the student.
If a student is unable to complete clinical rotations due to the inability
to pass controlled substance testing requirements, they will not be
capable of making academic progress or be able to meet graduation
requirements.
In addition, and as such, the student will be referred to the APPS
Committee for possible sanctions up to, and including, dismissal from
the program.
296
By signing the Attestation confirming that students have read and
acknowledge compliance with the precepts contained in the DO Academic
Bulletin, each applicant to CUSOM attests they are not currently using, and
they will not use while a CUSOM student, any products or substances in
any manner which are illegal in the state of North Carolina or prohibited by
CUSOM policy.
7.1.5 Infection Control
Students exposed to an infectious disease should consult the Campbell
University Health Center (910) 893-1560 for information regarding appropriate
evaluation, testing, and treatment.
Students presenting with signs or symptoms of infectious or communicable
disease should consult with Campbell University’s Health Center or the
infection control office at the clinical site to determine if it is safe for them to
continue providing care and if not, when it is safe to resume.
Standard Precautions
The Centers for Disease Control (CDC) has developed precautions to
prevent accidental spread of infectious disease in healthcare settings. These
include standard precautions for all patient care and transmission-based
precautions for situations in which specific infections are identified or
suspected. A comprehensive description of these precautions is found on
the CDC website at:
https://www.cdc.gov/infectioncontrol/basics/index.html
Standard precautions make use of common-sense practices and personal
protective equipment to protect healthcare providers from infection and
prevent the spread of infection from patient-to-patient; examples include,
but are not limited to, the following:
Handwashing (or using an antiseptic hand rub)
• After touching blood, body fluids, secretions, excretions and
contaminated items;
• Immediately after removing gloves; and
• Between patient contact
Comprehensive CDC guidelines for hand hygiene in healthcare settings
are found at:
https://www.cdc.gov/handhygiene/providers/index.html
Gloves
• For contact with blood, body fluids, secretions and contaminated
items;
• For contact with mucous membranes and non-intact skin
297
Masks, goggles, face masks
• Protect mucous membranes of eyes, nose and mouth when contact
with blood or body fluids is likely
Gowns
• Protect skin from blood or body fluid contact;
• Prevent soiling of clothing during procedures possibly involving
contact with blood or body fluid
Linen
• Handle soiled linen as to prevent touching skin or mucous
membranes;
• Do not pre-rinse soiled linens in patient care areas
Patient care equipment
• Handle soiled equipment in a manner to prevent contact with skin
or mucous membranes and to prevent contamination of clothing or
the environment;
• Clean reusable equipment prior to reuse
Environmental cleaning
• Routinely care, clean and disinfect equipment and furnishings in
patient care areas
Sharps
• Avoid recapping used needles;
• Avoid removing used needles from disposable syringes;
• Avoid bending, breaking, or manipulating used needles by hand;
• Place used sharps in puncture-resistant containers
Additional information is found at:
https://www.cdc.gov/sharpssafety/
Patient resuscitation
• Use mouthpieces, resuscitation bags, or other ventilation devices to
avoid mouth- to-mouth resuscitation
Patient placement
• Place patients who contaminate the environment or cannot maintain
appropriate hygiene in private rooms
298
Needle sticks
Incidents involving needle sticks and potential exposure to blood-borne
pathogens require immediate action to protect a student’s health and safety.
CDC guidelines for the prevention of blood-borne infectious disease
following an exposure are found at:
https://www.cdc.gov/niosh/topics/bbp/emergnedl.html
If a student sustains a needle stick or is exposed to infectious materials they
should:
• Immediately wash exposure site thoroughly with soap and water (or
water only for mucous membranes).
• Immediately notify the clinical supervisor at the rotation site for
assistance.
• Call or physically go to the Campbell University Health Center or the
occupational health clinic or area of the clinical facility designated
for treating needle stick exposures. Timely consultation
concerning appropriate tests, risk-assessment counseling, and
chemoprophylaxis decisions are critical.
• Be evaluated immediately following an exposure event to
determine if HIV post-exposure prophylaxis is appropriate. HIV
post-exposure prophylaxis is most effective when initiated within
the first few hours following an exposure so it is critical students are
evaluated in a timely manner. This will ensure if post-exposure
prophylaxis is indicated, then it is started as early as possible in
order to increase its effectiveness.
• Proceed immediately to the Emergency Department for evaluation
if exposure has occurred after normal business hours or, if for any
other reason unable to be evaluated at one of the above locations.
• Complete an incident report from the facility in which the incident
occurred and have a copy of the report sent to the Campbell
University Health Center (PO Box: 565, 129 T.T. Lanier St., Buies
Creek, NC 27506).
• Send treatment and testing bills to the student’s insurance company.
• Students are responsible for all costs not covered by their insurance.
• CDC guidelines for the prevention of blood-borne infectious disease
following an exposure are found at:
https://www.cdc.gov/niosh/topics/bbp/emergnedl.html
In the event of an exposure, the National Clinician’s Post-Exposure
Prophylaxis Hotline (PEPline) is available by phone, (888) 448-4911,
11am-8pm Eastern, seven days per week to provide guidance in managing
exposures. For exposures or questions that occur outside these hours, a PEP
Quick Guide for Occupational Exposures is available at their website:
http://nccc.ucsf.edu/clinician-consultation/pep-post-exposure-
prophylaxis/
299
Additional CDC guidelines for the prevention of infection transmission in
healthcare settings are accessible at the following websites and should be
reviewed carefully before participating in any patient care activities:
https://www.cdc.gov/infectioncontrol/pdf/outpatient/guide.pdf
https://www.cdc.gov/infectioncontrol/basics/index.html
7.1.6 Medical Emergencies
The safety of students, faculty, staff, and visitors to the Health Science Campus
is of utmost concern and the utilization of a standard approach to medical
emergencies will ensure the provision of the most timely, efficient, and
appropriate care in a medical emergency.
As a school of osteopathic medicine, CUSOM’s focus and expertise is in the
domain of medical education. While many capable and compassionate
healthcare providers are present on our campus on any given day, their role in
this setting is as educators and administrators rather than as clinicians. While
able to render immediate assistance in a life-threatening emergency, these
individuals should not be consulted to make treatment or disposition
recommendations in non-emergent situations. Anyone suffering from a
medical emergency must be evaluated by Emergency Medical Services (EMS),
which is activated by dialing 9-1-1.
If anyone on the Health Science Campus suffers from a medical emergency, the
person of first contact with the patient should dial 911 immediately to summon
EMS assistance.
Following activation of the EMS system, security must be notified of the
situation and is responsible for contacting EMS to confirm the need for
emergency response as well as to provide them with more detailed information
regarding the location of the patient and instructions for appropriate access to
the building. Security will complete and maintain an incident report form for
any situation in which EMS is called to provide assistance even if the patient
ultimately refuses treatment or transport.
Incident Reporting
If a student suffers an accident resulting in an injury during a CUSOM
activity while on campus, the student must complete an incident report, and
call or go to the Campbell University Health Center for consultation and
assistance. Incident reports can be obtained from the Campbell University
Health Center (910) 893-1560.
If the accident occurs at a clinical training facility, that facility’s incident
report form should be completed, and the clinical supervisor, the Office of
Clinical Affairs, the Regional Dean/Director of Student Medical Education
(DSME), and the CUSOM Associate Dean for Clinical Affairs should be
300
contacted immediately for assistance. A copy of the facility’s incident
report must be sent to:
Campbell University Health Center
P.O. Box: 565
129 T.T. Lanier St.
Buies Creek, NC 27506
7.1.7 HIPAA and OSHA Training
HIPAA Training
CUSOM is committed to ensuring the privacy and security of all patient health
information as required by the Health Insurance Portability and Accountability
Act (HIPAA). As such, all students are required to complete HIPAA training
each academic year.
To support the commitment to patient confidentiality, CUSOM and its clinical
partners have developed processes to ensure appropriate steps are taken to
verify the identity and authority of individuals and entities requesting protected
health information as required under 45 C.F.R. §164.514(h) and other
applicable federal, state, and local laws and regulations.
Additionally, CUSOM ensures the confidentiality, integrity, and availability of
its information systems containing electronically protected health information
by implementing policies to prevent, detect, mitigate, and correct security
violations.
CUSOM is in compliance with the US Department of Health and Human
Services’ Privacy Rule as it applies to the creation, collection, use, or disclosure
of all individual health information (whether identifiable or not)
(“Information”) in connection with CUSOM.
OSHA Training
All CUSOM students enrolled in the Doctor of Osteopathic Medicine program
receive OSHA Blood-Borne Pathogens (BBP) training which addresses the
prevention of transmission of communicable pathogens. Students complete
OSHA training annually during which time they review OSHA rules,
requirements, appropriate plans and practices.
CUSOM has the following plans in place:
• Blood-borne Pathogen Exposure Plan
• Infectious Waste Management Plan
• Biohazard Waste Management Plan
301
7.2 Behavioral Health
Confidential counseling services and mental health care, including access to a mental
health representative, are available 24-hours-a-day, seven-days-a-week in a
confidential manner through a combination of resources which includes clinical
services offered by the CUSOM Department of Behavioral Health (CUSOM BH) under
the leadership of the Departmental Chair and Clinical Director
(https://medicine.campbell.edu/behavioral-health) and StudentLinc, a 24/7/365 student
assistance program offering wrap-around psychosocial support services. All requests
for information or assistance through the StudentLinc program are free of charge and
completely confidential.
CUSOM encourages students to seek assistance for themselves if they experience any
personal behavioral health concerns, or notify the Office of Student Affairs if they
suspect a fellow classmate may be experiencing behavioral health issues.
7.2.1 Counseling Services
Confidential counseling services, including access to a mental health
representative, are available 24-hours-a-day, seven-days-a-week in a
confidential manner through a combination of resources, which includes
clinical services offered by the CUSOM Department of Behavioral Health
(CUSOM BH) under the leadership of the Departmental Chair and Clinical
Director, and StudentLinc, a student assistance program.
Working with Academic and Student Affairs, the Clinical Director for the
Department of Behavioral Health, a licensed mental health professional, and
additional CUSOM BH clinical staff are available during normal business hours
for direct student consultation. CUSOM BH clinical staff are also available as
a point-of-contact for after-hours issues in conjunction with StudentLinc as
described below.
CUSOM Behavioral Health clinical staff provide counseling for CUSOM
students in-person at Leon Levine Hall or via WebEx, a secure
videoconferencing system which is a HIPAA- and FERPA-compliant telehealth
platform. In addition to publication in the Academic Bulletin, students are
advised of the location of this service and how to access behavioral health
services during Orientation and periodically throughout the year. More
information regarding Behavioral Health services may be found at:
https://medicine.campbell.edu/behavioral-health
Students on clinical rotations who are unable to travel to on-campus locations
can meet with a CUSOM BH counselor via WebEx, a secure videoconferencing
system which is a HIPAA- and FERPA-compliant telehealth platform. This
approach makes communication with, and counseling for, CUSOM students on
clinical rotations more accessible and convenient. Students may also utilize
302
video, phone or web-based counseling through StudentLinc, which is available
24 hours a day, 365 days a year, to all students, regardless of their clinical
rotation site.
Counseling is encouraged for students experiencing anxiety, academic stress,
relationship problems, loneliness, depression, alcohol or substance abuse,
sexuality conflicts, test anxiety and concerns related to medical school
adjustment. Students may self-refer or may be identified by, and referred to
CUSOM BH by others, all in a confidential manner.
For students found to have needs beyond those provided via CUSOM BH,
confidential referrals are made to appropriate community health providers by
CUSOM BH or StudentLinc, a 24/7/365 student assistance program that offers
wrap-around psychosocial support services. Services are accessed through
StudentLinc’s online web portal:
https://www.mystudentlinc.com/ or via their mobile application.
StudentLinc Core Services include but are not limited to:
• Unlimited confidential tele-counseling with StudentLinc providers by
phone, video or web-based chat
• Five (5) sessions at no cost with community providers for an
unlimited number of unrelated issues
• Crisis counseling/management
• Case management and referral to community resources
• Financial counseling
• Access to online information and training repository
Students on clinical rotations may use StudentLinc or obtain information
concerning Behavioral Health services within their local region through the
CUSOM Office of Clinical Affairs or the local Regional Dean/Director of
Student Medical Education (DSME’s) office.
For emergency situations, students should call 9-1-1.
For non-emergency situations Monday through Friday 9am-5pm, students
should call Campus Safety and ask for the Behavioral Health practitioner. After
5pm and on weekends and holidays, students should contact StudentLinc.
7.2.2 Campbell University Behavioral Intervention Team
Purpose
In order to ensure the safety and continued success of our medical student
body, the Campbell University Behavioral Intervention Team (CUBIT),
serves osteopathic medical students by working with them and faculty to
address or remediate any concerning event or pattern of personal behavior
or professional interaction which implies a student may be at risk of
harming themselves or others.
303
The CUBIT process is outlined in the Campbell University Student
Handbook, which can be found at the proceeding link:
CU Student Handbook
7.2.3 Accommodations Policy
Campbell University is committed to providing equal educational opportunity
for persons with disabilities in accordance with the nondiscrimination policy of
the University and in compliance with Section 504 of the Rehabilitation Act of
1973, with Title II of the Americans with Disabilities Act of 1990, and with the
ADA Amendments Act of 2008.
The law states that a person with a “disability” is:
“Someone with a physical or mental impairment which substantially limits
one or more of the major life activities of such individual; or a person with
a record of such impairment; or a person who is regarded as having such
an impairment.” (Section 504 of the Rehabilitation Act of 1973)
Equal educational opportunity means a person with a disability who is qualified
for admission must have access to the same university programs, services, and
activities as all other students. If necessary to provide equal opportunity,
Campbell will make reasonable modifications to its policies, practices and
procedures, unless doing so would fundamentally alter the nature of the service,
program, or activity or pose an undue administrative or financial burden.
Under the provisions of Section 504, universities may not discriminate in the
recruitment, admission, educational process, or treatment of students. Students
who have self-identified, provided documentation of disability, and requested
reasonable accommodations are entitled to receive approved modifications of
programs, appropriate academic adjustments, or auxiliary aids that enable them
to participate in and benefit from all educational programs and activities.
Section 504 specifies universities may not limit the number of students with
disabilities admitted, make preadmissions inquiries as to whether or not an
applicant has a disability, use admission tests or criteria that inadequately
measure the academic qualifications of students with disabilities because
special provisions were not made, exclude a qualified student with a disability
from any course of study, or establish rules and policies that may adversely
affect students with disabilities.
In support of its commitment to provide equal educational opportunity,
Campbell provides a variety of services and accommodations to students with
documented disabilities.
304
Campbell University’s Student Guide for Accessing Disability Services can be
accessed here. Questions or comments about this manual should be directed to:
Laura Rich
Director of Disability Services
Student Services, Room 113
Telephone: (910) 814-4364
Fax: (910) 814-5710
Email: richl@campbell.edu
Technical Standards
CUSOM will make reasonable accommodations as required by law for students
whose disabilities will not prevent them from successfully completing the entire
CUSOM curriculum and graduating as an osteopathic physician (Section 3.5 of
this Bulletin). Students, however, are required to function with independence
and perform at all skill levels described below which CUSOM holds as
mandatory for the safe and effective practice of osteopathic medicine.
CUSOM is committed to patient safety and assuring a safe and effective
environment that does not place patients, students, or others at unnecessary risk.
Each Technical Standard has been chosen from standards osteopathic physicians
deem necessary for the safe and effective practice of osteopathic medicine.
Applicants who do not meet the Technical Standards and Vaccination
Requirements should not apply to CUSOM.
Matriculating or Current CUSOM Students with Disabilities
7.2.3.1 Section I: Who to Contact
Students with documented disabilities who desire modifications or
accommodations must contact the CUSOM Executive Director of
Student Affairs:
Jennifer Parrish O’Dell, MEd
CUSOM Executive Director of Student Affairs
Leon Levine Hall of Medical Sciences, Room 115
Telephone: (910) 893-1846
Email:
jparrish@campbell.edu
No accommodations will be made without approval through the
University’s process. A medical, psychological or other diagnosis
may rise to the level of a disability if it substantially limits one or
more major life functions, one of which is learning. A disability may
be temporary or ongoing.
305
7.2.3.2 Section II: How to Obtain Services
For any student deemed eligible, CUSOM provides accommodations
or modifications to policies and practices in order to ensure that all
students have equal access to all CUSOM programs, services, and
activities.
The purpose of accommodations is to provide access and equal
educational opportunity for all students.
Accommodations are not provided retroactively. Any student
approved for accommodations is entitled to services and
accommodations only from the date the approval is given. Even if the
student can establish he/she had a disability at the time of the course
in question, CUSOM will not expunge or re-examine coursework
completed before the student was reviewed and approved for
accommodation(s).
No student is required to disclose his/her disability to the University.
However, as discussed above, any student who discloses and receives
approved accommodations after he/she has begun study at CUSOM
will not receive any retroactive accommodations on work completed
before the approval for accommodations was granted.
Documentation of a student’s disability is only shared with relevant
CUSOM faculty, staff or administration on a need-to-know basis with
a release of information signed by the student.
General Procedure for Receiving Accommodations
Step 1: Incoming or current students are required to contact the
Executive Director of Student Affairs to request services
as soon as possible. The University is not responsible for
identifying students with disabilities and is not required to
provide services unless proper procedures have been
followed in making a request.
Step 2: The student must schedule a meeting with the Executive
Director of Student Affairs, who consults with the Director
of Disability Services to provide documentation of the
disability and to complete the appropriate paperwork.
Step 3: The Executive Director of Student Affairs reviews the
student’s request and supporting documentation with the
Director of Disability Services to determine, through an
interactive process consistent with policy and the
requirements for granting accommodations, what
reasonable accommodations may be indicated and
available for a student’s specific situation, and based in
306
part on the nature of the student’s disability. Decisions
regarding accommodations are made on a case-by-case
basis. There is no standard accommodation for any
particular disability. CUSOM will make reasonable
modifications to its policies, practices and procedures,
unless doing so would fundamentally alter the nature of the
service, program, or activity or pose an undue
administrative or financial burden.
Step 4: If the request for accommodations is approved, the
Executive Director of Student Affairs generates a Letter of
Accommodation (LOA) documenting the student’s
individual, approved accommodations. The Office of
Students Affairs coordinates dissemination of the LOA.
Any student whose requested accommodations are not
approved is encouraged to meet with the Executive
Director of Student Affairs to discuss the reasons for the
denial. The Executive Director may discuss the Grievance
procedure with the student at this time.
Accommodations on COMLEX-USA Exams
Students who want to request accommodations for any COMLEX-
USA examination must submit their applications directly to the
NBOME within the timeframe designated by the NBOME. Please
contact the NBOME directly for more information:
https://www.nbome.org
CUSOM is not responsible for requesting or approving COMLEX-
USA testing accommodations.
Note: The NBOME has specific accommodation criteria and may
deny a student’s accommodation request, even if that student has
been granted accommodations by CUSOM.
Service Animal Information
According to the Americans with Disabilities Act (ADA), a service
animal is defined as “any animal individually trained to work or
perform tasks for the benefit of an individual with a disability”. “This
includes, but is not limited to, guiding individuals with impaired
vision, alerting individuals to an impending seizure or protecting
individuals during one, alerting individuals who are hearing impaired
to intruders, pulling a wheelchair and fetching dropped items”.
Providing comfort or support does not qualify an animal as a service
animal. If there are any questions as to whether an animal qualifies as
a service animal, the Executive Director of Student Affairs with
consultation with the Director of Disability Services will make this
determination.
307
In compliance with the ADA, service animals are welcome in all
buildings on campus and may attend any class, meeting, or other
event. Service animals are expected to exhibit reasonable behavior
while on campus. The owners of disruptive and aggressive service
animals will be asked to remove them from university facilities. If the
improper behavior happens repeatedly, the owner will be told not to
bring the service animal into any facility until they take significant
steps to mitigate the behavior.
Emotional support animals are animals that provide comfort and
relieve symptoms of mental health disorders. Emotional support
animals are not allowed in campus buildings, including classrooms
and dining facilities unless it is deemed as a reasonable
accommodation and will be included in the student’s Letter of
Accommodation (LOA) from CUSOM. The CUSOM Executive
Director of Student Affairs can provide further information.
Cleanliness of any approved service or emotional support animal on
campus is mandatory. Consideration of others must be taken into
account when providing maintenance and hygiene of animals. The
owner is expected to clean up and dispose of all animal waste. If the
service or emotional support animal becomes a disruption to other
students, the animal must be removed to a location which does not
cause a disruption to the education of other students.
Service Animals in Clinical Training
Clinical education sites may have their own regulations, policies, and
procedures regarding the permissibility of service animals in the
clinical setting, and which may differ from those of Campbell
University. CUSOM has no control over an individual clinical site’s
requirements as related to service animals. Students must coordinate
these requests with the clinical site Regional Dean/DSME, Human
Resources, ADA coordinator, or designated individual at the
institution.
Confidentiality of Information
Information received from a student is governed under the provisions
of the Family Education Rights and Privacy Act (FERPA) of 1974.
Under the provisions of this law, students in post-secondary education
have the right to inspect and review their school records as defined by
law. Other than for “Directory Information”, Campbell University
will release information only with the student’s written consent or in
accordance with law, and will use “Directory Information” in the best
interests of the student.
308
CUSOM is committed to ensuring all information compiled
concerning a student remains confidential as required by applicable
law. Any information monitored or collected is used for the benefit
of the student.
Only those faculty and staff members of CUSOM have access to
information collected for use in accomplishing necessary tasks for the
student. Any information gathered is not released to third parties
except in accordance with state and federal law.
The University’s FERPA release form is available at this link.
Additional information regarding FERPA may be found at:
https://www.campbell.edu/registrar/family-education-rights-and-
privacy-act-ferpa/.
By matriculating at CUSOM, a student agrees that CUSOM may share
their graduate medical education (residency training program) Match
data. A student has the right to review his/her own file and as a
courtesy to the individual, copies of documents and information
obtained will be provided at no cost with limitations.
7.2.3.3 Section III: Student Responsibilities
General Student Responsibilities
1. Identify him/herself to the Executive Director of Student Affairs
to begin the process of requesting accommodations. CUSOM is
not responsible for identifying students with disabilities or for
contacting such students to begin the accommodation request
process.
2. Documentation which conforms to the University’s guidelines
must be provided by the student. If the student’s documentation
is insufficient for any reason, the student is responsible for
acquiring any additional required documentation and to pay any
costs thereof. CUSOM reserves the right not to provide services
or accommodations until all documentation specified in the
guidelines is provided.
3. Any student approved for accommodations is responsible for
retrieving his or her Letter of Accommodation (LOA) and
Release of Information Form from the Executive Director of
Student Affairs or available at:
https://cuweb.wufoo.com/forms/cusom-release-of-information/
309
Responsibilities of a Student Approved for Testing Accommodations
Testing accommodations require frequent communication
between the student and the Office of Assessment, Accreditation
and Medical Education (Years 1 and 2) or Department of Clinical
Affairs (Years 3 and 4). It is very important that testing
information be shared with these offices in a timely manner.
At the beginning of the semester, and at least one week prior to
the first scheduled quiz and exam, the student should discuss with
the Office of Assessment, Accreditation and Medical Education or
the Department of Clinical Affairs all approved testing
accommodations. This discussion should address the questions of
how, when and where the Office of Assessment, Accreditation and
Medical Education or the Department of Clinical Affairs will
provide the testing accommodations. The student should make
sure to have a calendar and a copy of the LOA with him/her at the
time of this discussion. The student should also remind the Office
of Assessment, Accreditation and Medical Education or the
Department of Clinical Affairs of their need for accommodations
at least one week prior to each quiz/exam.
If at any time a student believes the Office of Assessment,
Accreditation and Medical Education, or the Department of
Clinical Affairs is not adequately meeting his/her
accommodations, the student should discuss this concern with the
Office of Assessment, Accreditation and Medical Education or
Department of Clinical Affairs and the Executive Director of
Student Affairs immediately.
The Office of Assessment, Accreditation and Medical Education
or the Department of Clinical Education is only required to
provide accommodations specifically listed in the Letter of
Accommodation.
Responsibilities of a Student Approved for Handicapped Parking
Students who use handicapped parking on campus must maintain
state-issued handicap parking permits. The student is also
required to obtain an appropriate parking sticker from the
Campbell University Department of Campus Safety.
If a student has consistent problems finding necessary
handicapped parking near his/her class buildings, he/she should
notify the Executive Director of Student Affairs and the Campbell
University Department of Campus Safety immediately.
310
7.2.3.4 Section IV: Documenting a Disability
General Documentation Guidelines
To ensure reasonable and appropriate services and
accommodations are provided to students with disabilities,
students requesting such accommodations and services must
provide current documentation of their disability. Such
documentation generally must include the following:
• A clear diagnostic statement of the disability prepared by
a licensed professional
• A description of the manner in which the disability limits
the student in a specified major life activity and the severity
of the limitation
It is the responsibility of the student requesting the
accommodations and services to provide documentation of the
disability. As such, the cost of evaluations required pursuant to
these guidelines is to be borne by the student. If there is a change
in the student’s condition, he/she may request modifications to
previously approved accommodations.
The student will have to provide current supporting
documentation for review at that time.
Guidelines for Documenting a Learning Disability
Every report should be on letterhead, typed, dated, signed and
otherwise legible, and be comprised of the following elements:
• Evaluator Information: The name, title, and credentials
of the qualified professional who conducted the assessment
should begin the report. Please note that members of the
student’s family and CUSOM faculty and staff are not
considered appropriate evaluators.
• Recent Assessment: The report must provide adequate
information about the student’s current level of functioning.
If such information is missing, the student may be asked to
provide a more recent or complete assessment.
• Testing: There should be a discussion of all tests that were
administered, observations of the student’s behavior during
testing, and a listing of all of his/her test scores (i.e., domain,
cluster, subtest, index, etc.) represented in standard scores
or percentile ranks.
Informal assessment, an Individualized Education Plan (IEP), or
a 504 plan may help to supplement a more comprehensive test
battery but are generally insufficient documentation when
presented alone.
311
In addition, a clinical summary and a clearly stated diagnosis are
helpful and must be included in the report. The summary should
integrate the elements of the battery with background
information, observations of the client during the testing situation,
and the student’s current academic situation. This summary
should present evidence of a substantial limitation to learning and
explain how the patterns of strength and weakness are sufficiently
significant to substantiate a learning disability diagnosis. It
should also demonstrate that the evaluator has ruled out
alternative explanations for the learning problem. If social or
emotional factors are possible obstacles to learning, they should
be addressed in the summary. This summary may include
recommended accommodations, but these are in no way binding
to the University. CUSOM reserves the right to evaluate all
documentation with the Director of Disability Services to
determine, through an interactive process consistent with policy
and the requirements for granting accommodations, what
reasonable accommodations may be indicated and available for a
student’s specific situation, and based in part on the nature of the
student’s disability.
7.2.3.5 Section V: Grievance Procedure for Accommodations
All requests and grievances related to accommodations or special
services must be brought to the CUSOM Executive Director of
Student Affairs in writing first.
If the student is unable to resolve the matter with the CUSOM
Executive Director of Student Affairs, the student and the CUSOM
Executive Director of Student Affairs should forward the complaint
to the Director of Disability Services for an informal resolution. The
Director of Disability Services will arrange a meeting with the student
and CUSOM Executive Director of Student Affairs within ten (10)
business days of receiving the complaint.
If the student is unable to resolve the matter with the Director of
Disability Services, the student and the Director of Disability
Services should forward the complaint to the Vice President for
Student Life for an informal resolution. The Vice President will
arrange a meeting with the student and Director of Disability Services
within ten (10) business days of receiving the complaint.
In the event that the student is dissatisfied with the informal
resolution, he/she may file complaint with the Vice President for
Academic Affairs and Provost if the issue involves denial of an
academic accommodation.
312
Students are also encouraged to exercise their rights of complaint
through the Department of Education, Office of Civil Rights and
other legal channels if needed.
7.3 Clubs and Organizations
7.3.1 Student Clubs and Organizations
Student clubs and organizations are a very important part of the Campbell
University School of Osteopathic Medicine (CUSOM). The service performed
by members of student organizations benefits not only the community and the
region, but also the members, as they gain valuable knowledge, skills, and
experience.
Many CUSOM students are actively involved in at least one organization, and
some students are members of several. CUSOM students may serve as officers
or committee members at the state, regional or national level. The goals of
student clubs and organizations relate to the Mission of CUSOM and the
osteopathic profession. As such, the following are the endorsed student clubs
and organizations at CUSOM:
• Aerospace Medicine Club (AMC)
• American College of Osteopathic Surgeons, Medical Student Section
(ACOS-MSS)
• American Medical Association – Medical Student Section (AMA-MSS)
• Anesthesiology Interest Group (AIG)
• Campbell Med PRIDE (CMP)
• Christian Medical and Dental Association (CMDA)
• Dermatology Club
• Emergency Medicine Club (American College of Osteopathic Emergency
Physicians (ACOEP)
• Family Medicine Club (ACOFP and AAFP)
• Global Health/Medical Missions Club
• Internal Medicine Club (ACOI and ACP)
• Internal Medicine-Pediatrics Club (Med-Peds)
• Obstetrics and Gynecology Club
• Pathology Club
• Pediatrics Club (American College of Osteopathic Pediatricians (ACOP))
• Physical Medicine and Rehabilitation Club (PM&R)
• Point of Care Ultrasound Club (POCUS)
• Preventative Medicine Club
• Psychiatry Club
• Research Club
• Sigma Sigma Phi, Chi Upsilon Chapter
• Sports Medicine Club (American Osteopathic Academy of Sports
Medicine (AOASM))
• Student American Association of Osteopathy (SAAO)
• Student Association of Military Osteopathic Physicians and Surgeons (SAMOPS)
313
• Student Government Association (SGA)
• Student Interest Group in Neurology (SIGN)
• Student National Medical Association (SNMA)
• Student Osteopathic Medical Association (SOMA)
• Wilderness Medicine Club
• Women in Medicine Club
The above list may not be all-inclusive and is subject to change at any time.
Grade Requirements
Students must have a cumulative GPA of ≥ 3.0 on a 4.0 scale as
calculated at the end of each grading period, no course failures, and be
in good academic and professional standing in order to:
• Serve as an SGA officer;
• Serve as a CUSOM club or organization officer;
• Serve on a CUSOM committee;
• Attend any off-campus conference/meeting;
• Serve as a teaching assistant; and / or
• Participate in research, including the Summer Research
Scholars program.
Students may enter leadership roles beginning at the conclusion of
Block 3 in Year 1 and transition their roles to the incoming leadership
at the end of Block 6/start of Block 7 in Year 2. The cumulative GPA
of each student wishing to participate in any of the above roles is
reviewed by the Executive Director of Student Affairs and the Registrar
after each academic Block and, if the cumulative GPA falls below 3.0,
the student must relinquish his/her leadership role or other
duties/privileges mentioned above.
For an activity requiring pre-approval for participation, such as a
research project, CUSOM utilizes the cumulative GPA at the time of
application for the activity for approval. However, if the cumulative
GPA drops below 3.0 by the start of the activity, the student will not be
permitted to participate in order to allow them to focus on their
academic well-being.
CUSOM Student Government
The Student Government serves as a voice for all students. The
organization is open to all students and welcomes proposals and
participation from the entire student body. The responsibilities of Student
Government include collecting and expressing student opinions, acting as a
liaison for the student body, promoting osteopathic medicine, supporting
club and class activities and working to improve the quality of life for all
students at CUSOM. The Office of Student Affairs serves as the liaison
between the CUSOM Administration and Student Government.
314
Recognition of Student Organizations
The first step in obtaining recognition for a new student organization is the
submission of a petition to the Office of Student Affairs. The petition must
include the goals of the organization, the proposed charter, and the name of
the proposed faculty advisor. If the Executive Director of Student Affairs
approves the petition is, the petition is then forwarded to the Dean for final
approval.
Campbell University Community Care Clinic (CUCCC)
The Campbell University Community Care Clinic delivers high-quality,
compassionate healthcare to the medically underserved communities of
North Carolina through an inter-professional cooperative effort which
provides an extra-curricular learning environment for all of Campbell
University’s Health Science programs. Services include routine physical
examinations, treatment for minor medical problems, smoking cessation
counseling, basic lab work, medication refill, pharmacy medication
counseling, nutrition counseling, and vaccinations.
Use of College Logo
Students and faculty may not represent themselves verbally, in print, or
electronically (including use of Campbell University or CUSOM logos,
titles, letterhead, or stationery) as representing Campbell University or
CUSOM without the express written permission of the CUSOM Dean and
University Communications and Marketing. Failure to comply may result
in disciplinary action, up to and including dismissal from the program. The
request form to use the school logo for any merchandise is available through
the CUSOM Office of Student Affairs and must be submitted to the
Executive Director of Student Affairs who will process the request and grant
final approval.
Student Sponsored Events
Any event conducted by a student club or organization recognized by
CUSOM is considered a student-sponsored event. Events of this nature
require the approval of the Office of Student Affairs and requests must be
submitted in writing to the Office of Student Affairs. Requests must include
a statement of purpose and the facilities required for the event. Event
scheduling forms requiring the use of institutional facilities are available
through the Office of Student Affairs. Alcoholic beverages are prohibited
at any on- or off-campus student club or organization event or activity.
315
Scheduling Extracurricular Activities
Students, or student organizations, wishing to host events involving
extracurricular academic activities (i.e., speakers, mini-courses,
pharmaceutical exhibits, or non-credit courses) must have the approval of
the Office of Student Affairs. Written requests or activities request forms
for approval must be submitted to the Office of Student Affairs. All off-
campus events sponsored by a CUSOM club or organization must receive
approval from the Office of Student Affairs prior to the event or activity and
prior to contacting any off-campus facility or organization to schedule or
host the event.
Attending Conferences
Students who meet the required criteria are permitted to attend conferences
(not greater than three consecutive days). Only students in good academic
standing are eligible to attend, and time away from campus counts per the
CUSOM Attendance Policy.
7.3.2 CUSOM Student Ambassadors Program
The CUSOM Ambassadors Program is a program established for current
medical students and alumni to serve as ambassadors for CUSOM. CUSOM
Ambassadors will help with recruiting events and events held either live on
campus or virtually. Participants in the CUSOM Ambassador Program will
help generate positive engagement with CUSOM through personal and online
communications. Those participating in this Program assist in the efforts to
recruit talented students and also conduct themselves as servant leaders
amongst their classmates.
This is a yearly designation, and can be renewed by submitting a renewal
request to the Admissions Department.
CUSOM Ambassadors is a tiered program consisting of three tiers:
• CUSOM Ambassador – This initial tier is open to all students who
meet the necessary requirements.
• CUSOM Lead Ambassador – This second tier is by invitation only
and is based on a recommendation from faculty, staff, or student
leadership. This tier has a limited number of spots and provides
additional benefits for those participating at this level.
• CUSOM Alumni Ambassador – This third tier is limited to Alumni of
CUSOM and is subject to the requirements set forth by the Executive
Director of External Affairs and Alumni Engagement.
316
Requirements to become a CUSOM Ambassador
• CUSOM Ambassador and CUSOM Lead Ambassador – Students in
both of these tiers must hold and maintain a GPA of 3.0 or higher on a
4.0 scale. First-year students may not apply until the beginning of Block
3.
• CUSOM Ambassador (Tier 1) – Prospective Tier 1 students consist of
any student participating in CUSOM Admissions staff approved events.
Prior to representing CUSOM, all students must sign the CUSOM
Ambassador Agreement Form acknowledging all requirements set forth
by the CUSOM Admissions staff for representing the school. Once
submitted, prospective ambassadors are able to participate in, and be
contacted for, future admissions events. The Admissions Department
tracks participation and notifies students once they have reached
CUSOM Ambassador status.
* Please note, within this tier, students are not considered an official
CUSOM Ambassador until completion of all requirements.*
• CUSOM Lead Ambassador (Tier 2) – To become a Tier 2
Ambassador, students must either first serve as a Tier 1 Ambassador or
have served as a volunteer in previous CUSOM Admissions events.
Tier 2 Ambassadors, meeting the above requirements, must then be
recommended by faculty, staff, or student leadership, and ultimately
approved by the CUSOM Admissions and Student Affairs staff.
Prospective Tier 2 Ambassadors must complete the CUSOM Lead
Ambassador Agreement form as well as training. Once all necessary
requirements have been fulfilled, students are eligible to receive
additional benefits. Failure to complete the requirements within the
timeframe determined by the CUSOM Admissions staff, results in
disqualification from the CUSOM Lead Ambassador tier. However,
students are still able to be considered a Tier 1 Ambassador.
Service Requirements for a CUSOM Ambassador
CUSOM Ambassador (Tier 1)
In order to receive recognition as a CUSOM Ambassador, a student must
complete a minimum of three (3) in-person or five (5) virtual engagement
opportunities. Engagement Opportunities are as follows and each
numbered item may only be completed three (3) times:
1. Participate in a virtual fair
2. Lead a virtual tour or in-person CUSOM tour
3. Assist with CUSOM interview days
4. Facilitate or participate in a round table discussion/student panel for
prospective students (virtual or in-person)
317
5. Partner with CUSOM Admissions to host a themed virtual
information session surrounding a specific group, club, or interest in
medicine (SGA, SOMA, etc.)
6. Engage in a one-on-one advisement meeting for prospective
applicants (virtual or in-person)
7. Other approved opportunities which may arise
CUSOM Lead Ambassador (Tier 2)
Conduct, facilitate, or lead in any of the following ways (minimum of five
(5) per year):
1. Visit or conduct a virtual presentation for your alma mater
2. Organize a Social-Media Takeover for an event
3. Commit to mentoring two (2) Campbell undergraduate students for
the year (this counts as two (2) completed participation
requirements)
4. Assist with identifying colleagues to participate in admissions
events (minimum of three (3) events helped with)
5. Plan a recruitment event (virtual or in-person)
6. Complete any of the opportunities available to Tier 1 (maximum of
two (2) Tier 1 events)
* There is no limit to the total number of leadership activities an
ambassador can complete. Additionally, ambassadors are always
welcome to create new engagement opportunities with CUSOM
Admissions staff if it is not listed above.
7.3.3 Sigma Sigma Phi Honor Society
Sigma Sigma Phi is an Honorary Osteopathic Service Fraternity. Its objectives
and purposes are: to further the Science of Osteopathic Medicine and its
standards of practice, to improve the scholastic standing and promote a higher
degree of fellowship among its students, to bring about a closer relationship
and understanding between the student bodies and the officials and members
of the faculties of our Colleges, and to foster allegiance to the American
Osteopathic Association and to perpetuate these principles and the teachings
through the maintenance and development of this organization.
Chi Upsilon Chapter
Chi Upsilon is the CUSOM chapter of Sigma Sigma Phi
General Membership Information
Membership Criteria
i. Choice of pledges is based upon scholarship and service to the
college, profession, or community.
318
ii. Applicants must be in good academic and professional standing at
CUSOM
1. Not have remediated any courses for academic reasons
2. Not have any professionalism or Honor Code violations
iii. Membership criteria: In order to gain and maintain membership,
students must:
1. Have successfully completed the 1
st
semester (Blocks 1 and 2)
2. Achieved and maintained the required scholastic standing
(Grade Point Average)
a. Induction requirements:
i. First- and second-year students must have a cumulative
GPA at or above a 3.6 on a 4.0 point scale.
b. Maintenance of membership
i. First- and second-year students
• Maintain a cumulative GPA at or above a 3.5 on a
4.0 point scale.
• Not have remediated any courses for academic reasons.
• Not have any professionalism or Honor Code
violations.
ii. Third- and fourth-year students
• Must earn a High Pass or Honors on all clinical
rotation evaluations.
• Not have any professionalism or Honor Code
violations.
3. Community/Volunteer Service
a. Induction requirements
i. Students must have completed at least ten (10) hours of
community/volunteer service at the time of application.
ii. Reported volunteer service hours designated towards the
Chi Upsilon chapter’s service hour requirement cannot
have already been used or counted towards the required
service hours of another organization.
b. Maintenance of membership: in order to maintain their
membership in SSP, all students must:
i. Complete twenty (20) hours of community/volunteer
service each academic year during MS-1/2
ii. Complete ten (10) hours of community/volunteer service
each academic year during MS-3/4
iii. Reported volunteer service hours designated towards the
Chi Upsilon chapter’s service hour requirement cannot
have already been used or counted towards the required
service hours of another organization.
iv. Volunteer at least once for White Coat Ceremony or
Commencement
D. In accordance with the rules of the Grand Chapter, membership
shall not exceed 25% of the regular enrollment of students in the
MS-1, MS-2, MS-3, and MS-4 classes.
319
E. Candidacy Evaluation Process
1. First- and second-year students must submit their membership
applications by the end of Block 3 (MS-1) or Block 7 (MS-2).
2. The membership committee shall review each candidate’s
application and generate a report with recommendations to the
chapter at the next meeting. The report shall include the
following candidate information:
a. Scholastic standing
b. Abilities
c. Character
d. Habits
e. Demeanor
f. Ability and willingness to work with others
3. Candidates will be selected by the Membership Committee and the
recommendation must be 90% favorable of all members’ present
F. Membership Induction
1. Induction will occur during Block 4 for first year students
and Block 8 for second year students.
Chapter Financial Requirements
A. Each subordinate chapter must pay the Grand Chapter a fee of
$40.00 per person for each new initiate at the time of initiation into
that chapter.
B. CUSOM will charge a onetime fee of $60 to new members.
SSP Annual Meetings
A. The annual SSP Grand Chapter meeting takes place annually at
OMED and the Grand Chapter pays for the hotel and airfare for one
(1) representative.
B. One (1) delegate for each fifteen (15) active members in good
standing from each chapter may also attend.
C. Attendees will be chosen by chapter membership
The chapter must send a copy of updated records of any new or deleted
members to the Grand Chapter secretary.
The campus organization is known as the Chi Upsilon Chapter of Sigma
Sigma Phi – National, Honorary Osteopathic Service Fraternity. The Chi
Upsilon Chapter has its headquarters in Leon Levine Hall of Medical
Sciences located in Lillington, North Carolina as authorized by its Charter
from the Grand Chapter enabling it to legally exist and function.
Following initiation into Chi Upsilon Chapter of Sigma Sigma Phi, the new
member receives a certificate of membership signed by the President and
Secretary of the Chi Upsilon chapter. In the event of severance with the Chi
Upsilon chapter, the member is obligated to surrender the certificate. At the
time of Commencement, the member receives an official certificate of
membership in the Grand Chapter.
320
Sigma Sigma Phi Chapter Officers
A. Officer positions include:
1. President
2. Vice President
3. Secretary/Treasurer
4. Editor
5. Community Service Coordinator
B. Election of officers are held by secret, written ballot with names
presented in open nomination from the floor.
C. Club leadership is elected in the spring and consists of MS-1
students who serve their term until the spring of their second year.
Standing Committees of the Chapter
A. Standing committees are appointed at the beginning of the term of
office of each newly elected President and include the following:
1. Awards
2. Membership
3. Pledging
4. Initiation
5. Social
6. Finance
7. Community Service Coordination
B. Regular meetings occur as deemed necessary by Chapter Officers.
7.3.4 CUSOM Alumni
Student Society for Alumni and Friends
The Student Society for Alumni and Friends (SSAF) is a student organization
sponsored by the Campbell Medicine Alumni Association; the Executive
Director of External Affairs and Alumni Engagement serves as the club advisor.
The mission of SSAF is to connect students, alumni and friends of CUSOM by
providing leadership opportunities, educate students about the impact of
philanthropic engagement with CUSOM and the University, and inspire future
generation of alumni. SSAF helps students communicate the goals, purpose
and impact of CU Advancement and Alumni Engagement while giving them
the opportunity to educate other students about the importance of giving back.
SSAF consists of a group of highly motivated students interested in the
promotion of philanthropic awareness on campus and are leaders and volunteers
for events such as Campbell Medicine Golf Classic, TAG Day, Founders Week,
and Campbell Day of Giving. Students who serve as club officers receive
training in event planning, project management, fundraising, strategic planning
and marketing.
SSAF members serve as ambassadors to students, alumni and friends of
CUSOM. Members serve as agents for their respective classes during their
tenure as students and throughout their lifetime as alumni. Membership is free
and participation in initiatives and events are taken into consideration when
offering exclusive opportunities.
321
Alumni Engagement & Alumni Association
The inaugural Class of 2017 founded the Campbell Medicine Alumni
Association as a dues-based organization. The association provides meaningful
communication and fosters relationships through opportunities for engagement
and service such as scholarships, awards, and mentorship as well as social
events to connect with fellow Campbell Physicians, faculty, staff and students.
The alumni association has flexible membership options that reflect alumni’s
advancement in their career: Resident (years 1-3 total) $25.00; Young Alumni
$50.00 annual membership for years 4-6 post-graduation; Annual Alumni Dues
$100.00 Lifetime Membership $750 resident/young alumni ($1,000 6+ years
after graduation).
The Campbell Medicine Alumni Association Board of Directors is comprised
of four Class Representatives per class. The Campbell Medicine Alumni
Association may nominate two members to serve on the University Alumni
Board of Directors.
The Medicine Alumni Board determines the bylaws, mission, vision and goals
for the Campbell Medicine Alumni Association and works with the Alumni
Office to add benefits for the Association and plan special events. They are the
Alumni voice for Campbell Medicine in the Medical School and University
communities.
7.3.5 CUSOM Committees
Campbell University School of Osteopathic Medicine (CUSOM) values the
talents, perspective and experience of its students and the positive contributions
they make to key operational, academic, and improvement efforts of the school.
As such, student participation and contributions are solicited whenever
possible.
Appointments to Committees differs from appointment as a Student
Government representative or class leader, and appointment to, and service on,
a CUSOM Committee should be considered a privilege.
The process begins with the Office of Academic Affairs identifying student
vacancies on CUSOM Committees, as approved by the Dean, prior to the start
of each academic year (and as vacancies arise within an academic year).
Student members of CUSOM Committees must meet pre-identified criteria
including, but not limited to, the student being in good standing at all times
relative to:
• Academic standing: A cumulative GPA of 3.0 or higher on a 4.0 scale
is required at the time of appointment. If the GPA falls below the
minimum required for appointment at any time, the student will be
required to step down from service to focus on her/his academics. This
322
requirement also includes COMLEX performance, and any student
failing any level of COMLEX must relinquish their role on any CUSOM
Committee.
• Professionalism: No student is permitted to serve on a CUSOM
Committee if they are on Conduct Probation or otherwise have any
Honor Code or Professionalism infractions. Committee service of
students with an Admonition or Conduct Warning is determined based
on the recommendation of the Academic Performance, Promotion and
Standards (APPS) Committee at the time the Admonition or Conduct
Warning is assigned or by the APPS Committee Chair if an Admonition
is assigned by the Chair instead of an APPS Committee hearing. If an
appointed student has a documented professionalism issue at any time,
the student will be required to step down from the committee service.
• Other: All other requirements necessary to be a registered student in
good standing, such as payment of tuition, must be met.
• First-year students may not serve on CUSOM Committees, except in
rare circumstances, until they successfully complete Block 2.
At designated times in the first- and second-year of medical school, the class
officers are asked by the Office of Student Affairs to solicit names of students
who have interest in the identified CUSOM Committees which include student
membership. The Office of Student Affairs provides the charge of each
Committee and the desired qualities of the ideal student member.
Interested students submit materials addressing how they meet the stated needs
of the Committee based on their interests and experiential base. These materials
are submitted to the class officers at a time designated by the Office of Student
Affairs in conjunction with the class officers.
The class officers review all submissions in a fair, impartial, and unbiased
manner, and send to the Office of Student Affairs their recommendations for no
more than three (3) students they identify for each Committee vacancy.
The Office of Student Affairs then works with the Office of Academic Affairs
to ensure each student recommended meets all the stated prerequisites for
service. Once verified, the names are forwarded to the respective Committee
Chairs, who are given a brief timeframe to review the applications and select
the student(s) they wish to invite to serve on the committee.
The Office of Student Affairs will notify the students selected, as well as those
not selected, of the outcome.
All faculty and student committee appointments are subject to approval by the
Dean.
323
8. Research and Scholarly Activity
8.1 Research at CUSOM
Research is fundamental to, consistent with, and a prerequisite for excellence in
teaching and the creation of a scholarly atmosphere for learning. CUSOM recognizes
the critical role for developing its research capacity in order to continue to attract and
retain top-tier faculty and students, thereby training students for productive careers in
osteopathic medicine, biomedical research, and in making valuable contributions to
society. Research and scholarly activity at CUSOM may take different forms, which
may include basic biomedical research, translational research, clinical research, and
medical educational research.
8.2 Policy Statement on Student Research and Scholarly Activity
CUSOM strives to advance scientific and medical knowledge and to promote the
distinctive philosophy and practice of osteopathic medicine. As part of CUSOM’s
support of students in the area of scholarly activity, students receive instruction in
research skills and complete a scholarly project paper as part of the curriculum in the
first two years. Whereas CUSOM specifically supports the academic and scholarly
pursuits of students and faculty, this policy specifically applies to student
extracurricular research and scholarly activities.
CUSOM does not require students to complete an extracurricular independent research
project or scholarly activity as a requirement for graduation. However, CUSOM is
committed to supporting students in pursuing research and extracurricular scholarly
opportunities. Whereas students are encouraged to participate in research, students are
not permitted to act as a principal investigator (PI). Rather, they must partner with a
faculty member or preceptor who takes on the role of PI. Furthermore, CUSOM
requires all students who are interested in engaging in research to notify the Associate
Dean for Research of their intent through the submission of the research notification
form. Students receiving mentorship and/or working on a project not associated with
CUSOM should make those projects and relationships known through the research
notification form. As such, student-researchers are provided with an additional layer
of oversight and support in addition to their faculty or preceptor mentor.
8.3 Education in Research Principles
Research processes, compliance practices, and principles of responsible conduct in
research (RCR) are presented in the Foundations of Medical Practice (FMP) course
throughout years one and two. Topics include general principles of research ethics,
statistical methods, project development, human subject protections and the
responsibilities of CUSOM students in basic science, educational, and clinical research.
Additional educational opportunities in research, scientific method, statistics, and
scholarly activities are presented throughout the curriculum and through workshops
associated with extracurricular research activities. As active members of a research
team, students may be required to complete the associated CITI training, if appropriate.
324
If such training is required, the student must provide the Associate Dean of Research
with documentation of completion prior to beginning work on the project. Research
mentors provide additional training specific to the research project.
8.4 Research Opportunities
CUSOM students may pursue research and scholarly activities in many areas of
individual interest. Faculty mentors in areas of biomedical and clinical research are
available to provide guidance for student scholarly work. The faculty mentor has
overall responsibility for the conduct of research or scholarly activity and is ultimately
responsible for obtaining approval from regulatory committees as needed. As such,
CUSOM requires that students receive appropriate mentorship while engaging in
scholarly endeavors. A faculty member must approve all scholarly activity undertaken
by students or if working on a project outside of CUSOM, the student must identify an
individual higher-ranking than that of a student who will serve as the project lead and
mentor. However, student and faculty investigators may share the responsibility for
complying with policies related to research ethics. For a student-initiated project, the
student must have a faculty, preceptor, or outside higher ranking sponsor, who will
serve as the project PI and student mentor. The student may prepare the relevant
proposals and applications in close cooperation with the mentor. Mentors and students
are responsible for conducting their research in accordance with University and
institutional affiliates’ research policies.
Students wishing to earn credit for biomedical research, clinical research or other
scholarly activities may enroll in the Research (Independent Study) elective during the
fourth year. Description of the course requirements are available in the syllabus and
elsewhere in this Bulletin. Students participating in the research elective must comply
with all appropriate regulatory requirements, which may include Institution Review
Board approval prior to initiation of the project. Students and their faculty mentors are
responsible for knowing which compliance requirements are appropriate.
8.5 Medical Student Summer Research Scholars Program
Each year a limited number of 7-week paid research fellowships are available to
CUSOM medical students during the summer between their MS-1 and MS-2 years.
Designed to expose students to basic science, clinical, osteopathic manipulative
medicine, or simulation medicine research these opportunities allow students to gain
valuable experience in research and explore various clinical and biomedical disciplines.
Students are incorporated into laboratories or educational settings to work with
CUSOM faculty at the medical campus at CUSOM-affiliated clinical sites, or work on
select projects at local institutions. The Scholars Program is designed to help medical
students acquire a greater understanding and application of methodologies, which
support healthcare innovation and to envision themselves as physician-scientists. This
is a competitive program and accepted students will attend an RCR training workshop,
participate in weekly work-in-progress sessions, work on a full-time basis during the
summer months and receive a stipend at the conclusion of the summer. All Summer
325
Scholars are encouraged to present their work at a local, regional, or national
symposium.
8.6 Student Presentation Processes
Students are encouraged to share the results of their research through publication and
presentation of their projects. The Associate Dean for Research oversees research
publications and scholarly activities of students. Students are required to receive
approval from the Associate Dean for Research prior to presentation or publication of
any research project conducted while a CUSOM student. For meeting submissions, the
final version of the abstract must be submitted and approved by the faculty mentor
and/or the project lead, and the Associate Dean for Research. The Associate Dean for
Research must review and approve all compliance requirements before submission of
the abstract for any scientific meeting.
For manuscript submissions (case report, original research, or any other publication),
the final manuscript draft must be submitted and approved by the Associate Dean for
Research prior to submission to any journal for consideration of publication. The
faculty mentor and all listed co-authors must review and approve the final poster,
presentation or manuscript prior to submission to the Associate Dean for Research for
final approval for presentation and/or publication. The author(s) and mentor must be
up-to-date on research compliance processes. Failure to adhere to any of these
requirements is considered professional misconduct and will be reported through the
appropriate channels for consideration by the APPS Committee as described elsewhere
in this Bulletin.
8.7 Research Symposium
Campbell University and CUSOM has a tradition of highlighting and showcasing
student research interests. Annually, Campbell University hosts the Campbell
University Interprofessional Education (IPE) Symposium, which is an adjudicated
competition open to students, residents and faculty. The IPE research symposium is an
opportunity for students to see other projects from their fellow students, as well as
projects from other healthcare fields. CUSOM students also present posters and oral
presentations at other local, regional and national events.
326
9. Facilities and Campbell University Policies
9.1 General Information
9.1.1 Exercise and Fitness
CUSOM students have access to all Campbell University recreational facilities,
including the Oscar N. Harris Student Union and Wellness Center, Student
Fitness Center, Aquatic Center, running and walking track, Keith Hills Golf
Course, tennis courts, cross country course, and other recreational facilities.
Additional opportunities include intramural and club sports.
9.1.2 Food and Dining
Java City Coffee Café is located on the first floor of the Leon Levine Hall of
Medical Sciences. Numerous other dining facilities are located on main
campus. A complete list of dining options and locations can be found at:
http://www.campbell.campusdish.com/
9.1.3 Banking
Full range banking services provided by First Citizens Bank are available on
the main campus. Additional banking facilities are located in Lillington (3
miles), Erwin (5 miles), Coats (3 miles), Angier (10 miles), Dunn (10 miles)
and Fuquay-Varina (15 miles).
9.1.4 Postal Services
A U.S. Post Office (Zip Code 27506) is located on the main campus of
Campbell University and has sufficient postal boxes available to serve all
students and residents of the community.
9.1.5 Student Union
CUSOM students have access to the Oscar N. Harris Student Union and other
facilities on main campus.
9.1.6 Student Parking
The Department of Campus Safety is responsible for assigning parking lots on
campus, enforcement of parking regulations and collecting parking fees/fines.
Students are prohibited from parking in areas designated as Faculty/Staff (F/S).
Parking on the brick sidewalks or other areas not conducive to the aesthetics of
Campbell University for the purpose of loading and unloading is prohibited
unless it is deemed necessary and approved by the Executive Director of
Student Affairs.
327
Additional information on Campbell University Parking Policy can be found
at:
https://www.campbell.edu/campus-safety/parking/
Any violations of the parking policy may result in disciplinary action.
A student may obtain a parking permit by visiting:
https://www.campbell.edu/campus- safety/parking/vehicle-bicycle-
registration/ and completing the vehicle registration.
9.1.7 Student Lockers
Lockers are available within Levine Hall to all first- and second-year students;
students must supply their own lock. Students are required to provide either a
spare key or combination to their locker lock to the Office of Student Affairs.
At the end of the Academic Year, all students must remove their locks and
empty the lockers for the summer. If a key was left with the MSBS office,
students can retrieve their key when their locker is cleared out. Failure to
remove locks will result in the Office of Student Affairs removing the locks
and disposing of all contents of the locker.
9.1.8 Student Study Space
Study spaces are available to CUSOM students and are located on all floors of
Levine Hall on a first-come, first-serve basis. Designated and approved spaces
include lecture halls, small group study rooms, the medical school library, and
common spaces with cubicles. Availability of study spaces is subject to change
due to unforeseen circumstances.
Conference rooms are not approved study spaces and must be reserved within
each appropriate CUSOM department for official, organized student meetings
or events. Additional study space is available in Wiggins Memorial Library
and the Student Union on main campus.
9.2 Health and Safety
9.2.1 Campus Safety and Emergency Services
The Campbell University Campus Safety Office is composed of both Harnett
County Law Enforcement and University personnel. Through a contracted
relationship with the Harnett County Sheriff’s Office, a Sheriff’s Department
Captain currently serves as the Director of Campus Safety. A substation of the
Harnett County Sheriff’s Department is headquartered in the University’s
Campus Safety Office on Leslie Campbell Avenue.
328
Assigned Deputies provide 24-hour-a-day, seven-day-a-week police protection
of the entire University campus including CUSOM. Campus Safety officers
provide coverage on the medical school property for locking, unlocking and
emergency responses utilizing onsite personnel.
The Campus Safety Department maintains the safety and physical security of
the campus through enforcement of local, state, and federal laws. It also
conducts crime prevention awareness programs. Additionally, it establishes
and enforces traffic and parking regulations.
There are four (4) emergency stations strategically located in the CUSOM
parking lots, connected directly to Campus Safety.
Campus Safety may be reached at:
http://www.campbell.edu/life/campus-safety/
Campbell University recommends contacting extension 1-9-1-1 (on-
campus) and 9-1-1 (off-campus) for emergencies.
Main Campus Safety phone numbers (for non-emergencies):
• On-Campus Extension 1375
• Off-Campus (910) 893-1375
• TDD (hearing impaired) (910) 893-1912
Additional services phone numbers:
• Leon Levine Hall of Medical Sciences (Security) (910) 893-1804
• Campbell University Parking (910) 893-1550
https://www.campbell.edu/campus-safety/parking/
• Campbell University Health Center (910) 893-1560
https://www.campbell.edu/health-center/
• Dr. Daniel Marlowe, Associate Dean for Behavioral Health (914) 814-4959
https://www.campbell.edu/health-center/services/behavioral-health-services/
• Dr. Jeffrey Krepps, Assistant Director of Behavioral Health (910) 893-1741
https://www.campbell.edu/health-center/services/behavioral-health-services/
• Samantha Turnipseed, Assistant Director of Clinical Services (910) 893-1780
https://www.campbell.edu/health-center/services/behavioral-health-services/
• Erin Suwattana, Behavioral Health Clinician (910) 893-7296
https://www.campbell.edu/health-center/services/behavioral-health-services/
• Mrs. Teresa Butrum, Administrative Assistant (910) 893-7295
https://www.campbell.edu/health-center/services/behavioral-health-services/
• Mrs. Tracie Connor, Behavioral Health Clinician (910) 893-7830
https://www.campbell.edu/health-center/services/behavioral-health-services/
• StudentLinc Counseling
https://www.mystudentlinc.com/
• Carolinas Poison Control Center (800) 222-1222
329
• Harnett Health System (910) 892-1000
o
Betsy Johnson Regional Hospital, Dunn
o
Central Harnett Hospital, Lillington
• Harnett County Sheriff's Department (910) 893-9111
• Sexual Assault Family Emergency-SAFE of Harnett County (910) 893-7233
9.2.2 Health Services
CUSOM students are able to utilize the Campbell University Health Center for
confidential diagnostic, preventive and therapeutic medical services and
personal health concerns. All personal medical information is kept confidential
in compliance with HIPAA regulations.
The Health Center office hours may be found online at:
https://www.campbell.edu/health-center/
For medical emergencies and after-hours health care, students are encouraged
to access appropriate care as warranted by their situation which may include
local urgent care facilities, Emergency Departments and Emergency Medical
Services. In an emergency, students should access EMS and the 911-dispatch
system.
Students needing health services while on Clinical Rotations away from
CUSOM, should refer to Section 5.7.2 of this Bulletin.
Further information may be found at:
https://www.campbell.edu/health-center/
As delineated in Section 7.1.2 of this Bulletin, all students are required to have
health insurance at the time of matriculation and maintain health insurance
coverage through graduation. Students are required to either enroll in Campbell
University’s health insurance plan:
https://www.campbell.edu/students/student-health-insurance/
or provide proof of active health insurance coverage obtained through another
company. Students without active health insurance coverage will not be
permitted to participate in any patient care clinical activities.
9.2.3 Weapons
The use, possession, carrying, or discharging of any weapon as defined and
prohibited by North Carolina Law (NCGS §14-269.2) on the campus of
Campbell University, any of its extended campuses, or in conjunction with any
curricular or extracurricular activity sponsored by the University is prohibited
unless otherwise permitted by the Board of Trustees.
330
Firearms are prohibited on the campus or in any building owned and operated
by Campbell University, except those carried by on-duty law enforcement
personnel. Knives, bows and other weapons are also prohibited.
Students who violate this policy are subject to disciplinary action up to and
including Suspension or Dismissal from the program.
9.2.4 Smoking Policy
Smoking or use of any tobacco product is prohibited in all University-owned
buildings. There is to be no smoking or use of any tobacco products within fifty
(50) feet of any building entrance, including doors, windows, and air-intake
systems. There will be no smoking or use of any tobacco products in any
University vehicle. Tobacco users will properly dispose of any waste products
in the proper manner. The Health Sciences Campus is a tobacco-free campus.
9.2.5 Alcohol and Drugs
Alcoholic beverages may not be served or consumed on the CUSOM campus
and the illegal use or abuse of drugs or alcohol will not be tolerated whether on
or off campus.
Consistent with its Mission, CUSOM will utilize educational strategies as the
primary approach to substance abuse regulations, prevention and treatment.
However, any violation of local, state, or federal laws will be subject to
prosecution to the fullest extent of the law and school policy. Students who
violate this policy are subject to disciplinary action up to and including
Suspension or Dismissal from the program.
9.3 Library
CUSOM students and faculty are served by two libraries: Wiggins Memorial Library
and Campbell University Medical Library. Wiggins Memorial Library and Campbell
University Medical Library work cooperatively to collect and curate an extensive
electronic medical library. Thanks to this digital collaboration, CUSOM students enjoy
access to an outstanding and constantly evolving electronic collection which includes
thousands of full textbooks, journals, databases, videos, diagnostic decision support
products and other evidence-based resources.
Wiggins Memorial Library, which is located on Campbell’s main campus, is a busy
and important hub of campus life. Its extensive collection includes thousands of books,
journals, multimedia resources, databases and microforms. In addition to full-service
reference services, Wiggins provides computer access, copier/printers, quiet study
space, meeting rooms, and an overnight study area. Wiggins Memorial Library also
houses the College of Pharmacy and Health Sciences’ Drug Information Center and a
full-service Starbucks.
331
The 2,190 square foot Campbell University Medical Library is conveniently located on
the second floor of the Leon Levine Hall of Medical Sciences, adjacent to the lecture
halls. The Medical Library provides CUSOM students and faculty individualized
research training and assistance and is staffed by medical librarians and trained student
assistants who work collaboratively with the main campus library.
The print collection consists of authoritative textbooks and journals in major
biomedical and medical disciplines as well as a small collection of newspapers and
general interest magazines. The Medical Library also provides desktop computers for
use by students and faculty.
The digital library includes access to licensed internet resources, including full-text e-
journals, electronic textbooks, bibliographic databases, streaming videos, clinical
simulations, diagnostic decision support programs and evidence-based clinical
information systems, as well as access to selected Web resources by subject. The
digital library is available to all students during all four years of training to allow for
consistency and availability of the teaching resources on clinical campuses. Additional
information concerning the CUSOM Medical Library may be found at:
https://medicine.campbell.edu/student-experience/location-facilities/medical-library/
9.4 Information Technology
9.4.1 CUSOM Information Technology and Educational Resources
The Acceptable Use Policy for Information Technology (IT) and Network
Resources at CUSOM provides, promotes, and establishes the secure, ethical
and legal use of data, devices, and electronic communications for all
constituents of the institution. This includes staff, faculty, students, alumni,
and guests. Institutional policies, as well as local, state, and federal laws
relating to security, copyrights, and other statutes regarding electronic media
govern acceptable use. For full disclosure, please see the institutional policy
on the Campbell University web site at:
https://www.campbell.edu/information-technology-services/acceptable-
use-policy/
9.4.2 Information Technology Resources and Health Center Helpdesk
The Campbell University IT Services, Health Sciences Helpdesk is staffed by
a technical support team which provides prompt, knowledgeable and courteous
computing support services over the phone, in person, and via email to the
CUSOM community.
332
Student Responsibilities
When students contact the Helpdesk, they should:
• Be prepared to spend the time required to resolve the issue
• Be at the computer for which they are asking help
• Have their Campbell ID and phone number available
• Abide by the Helpdesk policies as stated by the Helpdesk Specialist
Helpdesk Contact Information
The Health Sciences Helpdesk may be contacted by the following methods:
submitting an online support ticket here, sending an e-mail to
cusomhelpdesk@campbell.edu,
calling (910) 893-7911 (or extension 7911 on
campus), or stopping by the IT workroom (Room 171) in the South building of
Levine Hall. The Helpdesk web page is available at:
https://www.campbell.edu/information-technology-services/help-desk/
Helpdesk Staff Availability and Response Time
The Helpdesk is staffed from 7:30 am - 5:30 pm Monday through Friday.
If a Helpdesk Specialist is not immediately available via telephone, the student
may leave a voice mail message or access the Helpdesk via email or through
the website. At times, there are University-wide issues which may cause heavy
call volumes and prevent staff from responding within the standard timeframe.
The Helpdesk is available on a limited basis after hours. Support calls and
emails received outside normal hours will be addressed as soon as possible.
Email and the Internet
Campbell University provides email and Internet access to faculty, staff, and
students for educational and research purposes. The Campbell University
Technology Usage Policy outlines the expectations for and restrictions of using
these and other forms of electronic communication while on the Campbell
University Network.
https://www.campbell.edu/information-technology-services/acceptable-
use-policy/
Student email accounts and Internet system provided by Campbell University
are the property of Campbell University, and use is by the permission of
Campbell University.
Prohibited uses of the email and/or Internet system include commercial (for-
profit) activities; unauthorized acquisition, reproduction, or use of computer
software; disruption or interference with network operations; or attempts to gain
333
unauthorized access to network segments through “hacking.” Attempting to
engage in software piracy, copyright infringement, email abuse, or for-profit
ventures may be investigated by law enforcement officials.
The University monitors traffic on its email and Internet system and, at random,
searches the Internet for references to Campbell University. The University
employs programs to block the reception of sexually explicit and inflammatory
material over the campus access network.
Vulgarity, obscenity and lewdness, profanity and threatening or abusive
language are some examples of unprofessional behavior which may constitute
a violation of the CUSOM Honor Code.
Students are prohibited from representing themselves in any way as agents of
the University or using the University’s name in a manner that would imply an
endorsement of their personal views or activities. University branding and the
Campbell University name cannot be used for external or personal blogs or
websites (i.e., any site which is outside of the campbell.edu domain) as this is a
violation of University licensing, copyright, and trademark policies.
https://www.campbell.edu/university-communications/
Information Technology
The Internet connection provided is a privilege, not a right. It is the student’s
responsibility to adhere to all University policies. The network facilities are for
the use of Campbell University students, faculty and staff and are limited to
educational, academic, research and business purposes of the University only.
Campbell University reserves the right to alter access, and availability of access,
at any time and for any reason.
Students may not use any software or hardware designed to disrupt the security
of the campus network or any devices attached to the network. Likewise,
students may not engage in any activities designed to interrupt or intercept the
network traffic of other users.
Students may not:
• Use University resources to support personal business interest(s).
• Sell or provide access to Campbell University networks to outside
sources.
• Use University connections to engage in software piracy, copyright
infringement, email abuse, other illegal activities or for-profit
ventures. Any violation of these regulations may be investigated
by law enforcement officials.
• Activate any type of shared file service or access to their personal
computer by anyone other than themselves.
334
Informational and Technology Guidelines:
• Students must respect the priority of academic use of the
University network.
• Students are personally responsible for any activities originating
from their network connection.
• Students are responsible for their personal computer's hardware and
software.
• Students must maintain updated virus protection.
• Students are encouraged to contact the helpdesk if they need help
choosing or installing a subscription-based antivirus program.
• All computers, regardless of OS, must be set to receive Automatic
Updates from the OS manufacturer.
Campbell University assumes no liability for data loss or equipment damage
pursuant to a student’s use of a University data port. Precautions for natural
disasters are the student’s responsibility.
The use of the University’s information resources on campus is governed
by the policies and regulations as outlined in this Bulletin and those
regarding student conduct found in the Bulletin and as posted at:
https://www.campbell.edu/information-technology-services/
Violations of these regulations are reported to the appropriate Dean or
department with appropriate disciplinary action to be taken.
If a student has reason to believe another user or group of users is interfering
with access to the University network, he/she must report the problem to
the Office of Student Affairs. Campbell University/CUSOM administrators
will investigate and, if necessary, take corrective action.
For the purpose of checking compliance with this agreement, Campbell
University reserves the right to monitor traffic through any data connection.
The use of personal wireless broadcasting devices of any kind is prohibited
in any Campbell University building. Such devices including but not
limited to wired or wireless routers and access points will be confiscated
and the student may lose his/her network privileges if found in violation of
this policy.
By connecting a computer, or other device, to the Campbell University
network, students agree to abide by the terms and conditions set forth above.
Students must signify that they have read and will abide by the terms of the
Campbell University Acceptable Network Usage Policy and must accept
this policy to use the Campbell University network.
335
The Acceptable Use Policy is posted on the University’s policy web page,
and information concerning the University’s Information Technology
Services can be accessed at:
https://www.campbell.edu/information-technology-services/
Information Technology assistance may be accessed through the Campbell
University IT Services Health Sciences Support Team, or through the
following:
cusomhelpdesk@campbell.edu
https://www.campbell.edu/information-technology-services/help-desk/
Extension 7911
Telephone: (910) 893-7911
Toll-Free: 1-(800) 334-4111 Ext: 7911
9.4.3 Information Access and User Privacy
Private Machines Connected to the University Network
Electronic mail (email) and other information passing over the University
network, including information stored in user accounts and computers, are
private and confidential. Although this information must be accessed by system
personnel for the purpose of backups, network management, etc., the content of
user files and network transmissions are not viewed, monitored, or altered
without the express permission of the user except in the following
circumstances:
• The University has reason to believe that an account or system has
been breached, and is being used by someone other than the authorized
user.
• The University has received a complaint that an account or system is
being used to gain unauthorized access or to attempt to gain unauthorized
access to another network site.
• The University has reason to believe that an account or system is being
used in violation of University policy or federal or state law.
Under these circumstances the university may authorize system support
personnel to monitor the activities of a specified account or computer system
and to search electronic information stored in that account. The authority for
this search must be requested on an account-by-account basis, and monitoring
will be restricted to the specified account. If this search provides evidence of
violation, the account will be disabled and action taken with appropriate
authorities.
It will become increasingly possible for computer systems owned by students,
staff, or faculty to be attached directly to the Campbell network via on-campus
attachment or off- campus VPN services. The owner of a personal machine or
336
device may use that machine at his or her discretion; however, the use of the
University network is subject to all of the policies stated in this document
including, but not limited to the following:
• The owner of any device or machine connected to the Campbell
network is responsible for the behavior of all users of that machine
and for all network traffic to and from the machine. Campbell
maintains no responsibility or liability for loss of data or hardware
corruption on personal computer systems.
• A private machine or device connected to the University network
may not be used to provide network access to individuals who would
not otherwise have access through official Campbell channels. A
private machine may not be used to redirect data to other networks,
nor may it serve in any way as an electronic gateway to non-
University affiliated systems.
• Private machines or devices may not use the University network for
commercial gain or profit.
• Neither Campbell-owned, private computers, or electronic devices may
be used to serve files through any protocol (http, ftp, email, IM, etc.)
without application to Information Technology Services for an
exception for scholarly use unless the computers are designated servers
by Information Technology Services. Unless otherwise approved in
writing, provisions for interactive login services for non-University
affiliated users are prohibited.
• Should the University have reason to believe that a privately owned
system is using the network inappropriately, network traffic to and from
that system will be monitored and, if justified, the system will be
disconnected, and appropriate punitive action will be taken.
Technology Usage
Computer systems and networks allow for a free exchange of scholarly ideas
and information. This exchange serves to enhance learning, teaching, critical
thinking, and research, as well as to promote the sharing of moral standards.
While the constitutional right of free speech applies to communication in all
forms, the Christian atmosphere of Campbell University prescribes only civil
and respectful discourse.
Campbell University computer and network services are available as a privilege
to all full-time and adjunct faculty, staff, and students at the main and extended
campuses. The number of people in the Campbell community dependent upon
the University's computer and network services is sizable. Therefore, a respect
for the needs of others is expected among users. To ensure access and service
for all, eligible users must refrain from any action which interferes with normal
system operation, such as:
• Using computer or network services for commercial purposes or
personal profit
337
• Sending excessive email locally or over the network such as chain
letters, advertisements, or solicitations
• Knowingly installing or running a program that will damage or place
an undue burden on the system
• Knowingly acting in a manner that will disrupt normal operations of
computers or the network
• Using computer or network services in a way that violates
copyrights, patent protections or license agreement
• Gaining unauthorized access to information that is private or
protected, or attempting to do so
• Attempting to gain system and/or network privileges to which you
are not entitled
• Using the University computer system to disseminate materials that
are not in keeping with the purposes of the institution
The University reserves the right to monitor the use of institutionally owned
resources. Alleged inappropriate use of technology resources will be
investigated. In instances of misuse, appropriate disciplinary actions, to include
legal action, will be taken.
Copies of the Acceptable Use Policy are included in official University
publications including, but not limited to, the graduate and undergraduate
catalogs, staff/faculty/student handbooks, and selected course syllabi.
The Acceptable Use Policy is also posted on the University’s policy web page:
https://www.campbell.edu/information-technology-services/acceptable-
use-policy/
Eligible Users
Only the following properly authorized persons may access Campbell
University computing facilities:
• Undergraduate, graduate, and professional students currently
enrolled in Campbell University courses
• Non-degree seeking and special students currently enrolled in
Campbell University courses
• Campbell University faculty (full and adjunct), staff, and
administration
• Designated alumni
• Official guests of the President and the University
• Individuals formally associated with the University, upon verification
of the appropriate dean and/or administrator
338
Original Work by Students Using Campbell University Technology
Resources
Original works created by students using Campbell University technological
resources are the property of the creator. With the notable exceptions of the
processes normally associated with grading, critique, assessment, and lecture or
classroom illustrations, no other student, faculty, or staff member may make
any use of another's work without the expressed consent of the creator.
However, the Department and the University retain the right to display, copy,
replicate, or distribute any work created through the use of the Department's
production facilities for the purposes of promotion, representation, artistic
display, publication, illustration, and recruiting, on the condition that the creator
is given full, appropriately disclosed credit. No one, including the creator, may
use the Department's production facilities for any commercial purpose.
Pornographic or Obscene Material
Users are required to use institutional resources in a responsible and respectful
manner. Pornographic, obscene, or offensive material is prohibited on the
Campbell University computers and network system.
The Campbell University Office of Information Technology Services is to be
notified of the transmission of questionable or offensive materials via the
institutional computer and network system. Treated as inappropriate use, these
allegations will be investigated, and if warranted, appropriate disciplinary
actions taken.
Electronic Communications
The University provides Internet access to all eligible users through campus
computing facilities. Electronic mail (email) is also provided to all eligible
users. These services are provided only for University-related purposes.
Class Recordings
Class materials (hereafter including PowerPoints, Handouts and Lecture
Recordings) are distributed for the exclusive use of students in the Jerry M.
Wallace School of Osteopathic Medicine. Student access to and use of
materials are conditioned on agreement with the terms and conditions set out
below. Any student who does not agree to them is prohibited from accessing
or making any use of such materials.
In a distance-learning environment, the Family Educational Rights and Privacy
Act (FERPA), a federal privacy law, continues to remain in effect and students
need to understand their role in supporting the privacy of fellow students. In
courses which incorporate remote interactions, students must be cognizant that
shared pictures, written assignments, audio, videos, emails, blog posts,
339
discussion boards, etc. remain part of the content of the course, just as they
would if they were shared in the face-to-face classroom setting. The
expectation is that each member of the class treats those materials with care and
does not reshare or post beyond the course.
Accordingly, any student accessing class or other educational materials on
Blackboard or any other electronic media:
1. Acknowledges the faculty members’ intellectual property rights and that
distribution of the materials outside the course participants violates the
copyright policy; and
2. Recognizes the privacy rights of fellow students who speak or appear
on video in class; and
3. Accepts that recording, distributing, posting, or uploading materials to
students or any other third party not authorized to receive them or to
those outside the classroom is an Honor Code violation; and
4. Agrees that the materials are to be accessed and used only as directed
by the faculty member(s) teaching the course.
340
10. APPENDICES
10.1 Appendix 1 - Hepatitis B Information Form
10.2 Appendix 2 - TB Risk Assessment Form
341
Hepatitis B Information Form
Must be completed and returned to the Department of Clinical Affairs
Student Name:
Date of Birth:
Class:
Primary Care Physician:
Specialist Consulting Physician:
Date of Specialist Consult:
Pertinent HBV history prior to consultation (to be
completed by student, healthcare provider or Campbell
University Health Center)
1. Initial Hepatitis B Vaccination Series dates
a. Immunization 1:
b. Immunization 2:
c. Immunization 3:
d. Titer result and date:
2. Second Hepatitis B Vaccination Series dates
a. Immunization 1:
b. Immunization 2:
c. Immunization 3:
d. Titer result and date:
3. HBV Testing
a. HBsAg: Positive Negative Date _____
b. Anti-HBc: Positive Negative Date _____
c. HBV Viral Load (if done) ______ Date _____
Specialist Consultant
(Complete the following section)
Testing
1. HBV Viral load: _______ Date ______
2. Other pertinent testing performed:
Treatment Recommendations
Follow up Recommendations
The student should follow up with a healthcare
provider on ________________ (Date, not to
exceed one year).
Recommendations Regarding Clinical Practice
At this time, I recommend that this student:
_____ Be permitted to participate in patient care
with no restrictions on procedures
performed (student may participate in both
Category I and Category II procedures –
see page 2 for reference)
_____ Be permitted to participate in patient care
but should be restricted from performing
any Category 1 procedures at this time
_____ Other (please describe):
Physician’s Signature__________________________ DO, MD
Address_______________________________________________
Office Phone Number____________________________________
Print Last Name______________________ Date______________
Return form to the Department of Clinical Affairs
342
Category I Procedures
1. Those known or likely to pose an increased risk of percutaneous injury to a
healthcare provider that have resulted in provider-to-patient transmission of HBV.
2. Are generally limited to:
a. Major abdominal, cardiothoracic, and orthopedic surgery;
b. Repair of major traumatic injuries;
c. Abdominal and vaginal hysterectomy;
d. Caesarean section;
e. Vaginal deliveries; and/or
f. Major oral or maxillofacial surgery.
3. Techniques that have been demonstrated to increase the risk for healthcare provider
percutaneous injury and provider-to-patient blood exposure include:
a. Digital palpation of a needle tip in a body cavity; and/or
b. The simultaneous presence of a healthcare provider’s fingers and a needle or other
sharp instrument or object (bone spicule) in a poorly visualized or highly confined
anatomic site.
4. Students with HBV infection may be restricted from performing Category I
procedures based on recommendations from an Infectious Disease or other
specialist based on hospital or preceptor policy.
Category II Procedures
1. All other invasive and noninvasive procedures.
2. Pose low or no risk for percutaneous injury to a healthcare provider or, if a
percutaneous injury occurs, it usually happens outside a patient’s body and
generally does not pose a risk for provider-to-patient blood exposure.
3. Procedures include the following:
a. Surgical and obstetrical procedures that do not involve the techniques listed for
Category I;
b. The use of needles or other sharp devices when the healthcare provider’s hands are
outside a body cavity (e.g., phlebotomy, placing and maintaining peripheral and
central intravascular lines, administering medication by injection, performing needle
biopsies, or lumbar puncture);
c. Dental procedures other than major oral or maxillofacial surgery;
d. Insertion of tubes (e.g., nasogastric, endotracheal, rectal or urinary catheters;
e. Endoscopic or bronchoscopic procedures;
f. Internal examination with a gloved hand that does not involve the use of sharp
devices (e.g., vaginal, oral, and rectal exam); and/or
g. Procedures that involve external physical touch (e.g., general physical or eye
examinations or blood pressure checks).
4. Students with HBV infection are generally not restricted from performing Category
II procedures.
343
Section A.
Answer the following
questions.
N.C. Department of Health and Human Service
Division of Public Health
Epidemiology Section • TB Control
Record of
Tuberculosis Screening
Do you have:
Descriptions Yes No
1. Unexplained productive cough
Cough greater than 3 weeks in duration
2. Unexplained fever
Persistent temp elevations greater than one month
3. Night sweats
Persistent sweating that leaves sheets and bedclothes wet
4. Shortness of breath/Chest pain
Presently having shortness of breath or chest pain
5. Unexplained weight loss/appetite loss
Loss of appetite with unexplained weight loss
6. Unexplained fatigue
Very tired for no reason
The above health statement is accurate to the best of my knowledge. I will see my doctor and/or the
health department if my health status changes.
/ /
Signature Date Witness
Section B.
This is to certify that the above-named person (a) had a tuberculin skin test or an interferon gamma release
assay (IGRA) on / / which was read as mm. which was
interpreted as positive and
(b)
Had a chest X-ray done on / / which showed no sign of active inflammatory disease.
(c)
This person has no symptoms suggestive of active tuberculosis disease. A chest X-ray for tuberculosis is
not indicated.
/ /
Licensed Medical Professional Date
1. Last Name First Name MI
2. Patient Number
3. Date of Birth
(MM/DD/YYYY)
Month
Day
Year
4. Race □ 1. American Indian/Alaska Native □ 2. Asian
□ 3. Black/African American □ 4. Native Hawaiian/ Other
Pacific Islander
□ 5. White □ 6. Unknown
Ethnicity: Hispanic or Latino Origin?
□
Yes
□
No
□
Unknown
5. Gender □ 1. Female □ 2. Male
6. County of Residence
344
Purpose: To be used for persons who:
(1)
have had a significant reaction to the tuberculin skin test;
(2)
have had a negative chest X-ray; and
(3)
need a record of their tuberculosis status.
Preparation: To be completed by a licensed medical professional.
Section A: Record the person’s answers to questions 1-6.
(1)
If all answers are no, have person sign where specified and continue to Section B.
(2)
If any two answers are yes, do not complete the record. Refer person for evaluation as
appropriate.
Section B: Complete information as specified.
NOTE: Document this visit in person’s clinical record and specify outcome, i.e., indicate that
the
record or a referral was given to the person.
Disposition: (1) If all answers in Section A are no, no copy required. Document as noted above.
(2) If any two answers in Section A are yes, retain original and any further referral form
in record.
Destroy in accordance with Standard 5, Records Disposition Schedule, published by the
N.C. Division of Archives and History.
Additional forms may be downloaded from the N.C. TB Control website:
http://epi.publichealth.nc.gov/cd/tb/docs/ dhhs_3405.pdf.
