勛圖惇蹋

The mission of the 勛圖惇蹋 College of Dental Medicine is to improve the health of Northern New England and to help shape the future of dentistry through excellence in education, discovery and service.

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

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

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

The fourth year of the program focuses on clinical practice in a distributed, community-based clinical network across Northern New England (Maine, New Hampshire and Vermont) and beyond. Specifically, students participate in two to three clinical externships across the region in federally qualified community health centers, Veteran���s Administration dental clinics, other non-profit clinics, etc.  

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

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

The American Dental Association Commission on Dental Accreditation (CODA) granted the University Of New England College Of Dental Medicine���s Doctor of Dental Medicine (DMD) program ���initial accreditation��� at its August 9-10, 2012 meeting. Students who enter and graduate from a dental program with ���initial accreditation��� status are eligible for licensure in all states and US territories, and can apply to specialty programs.  

For more information see Accreditation Statement 082112.

Prerequisites

Courses	Specifics	Semester Hours	Quarter Hours
General Biology (Zoology is acceptable)	Lab	4	6
Microbiology	Lab	4	6
General Chemistry	Lab	4	6
Organic Chemistry	Lab	4	6
Biochemistry		3	4
Additional Biology, Chemistry and/or Physics courses		16	24
English Composition/Technical Writing		3	4

Recommended Courses:

• Studies that include Human Physiology are strongly recommended.
• Others:
  • Human Anatomy
  • Physics
  • Business, computers
  • 3-Dimensional Art (e.g., Sculpture)
  • Communications
  • Ethics
  • Histology and/or Genetics

Academic/Experience Requirements

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

Prior to Matriculation accepted students must meet the following:

• Health Standards: Complete and submit the following to the Student Health Center on the Portland campus of 勛圖惇蹋 (Health Forms)
  • Evidence of immunizations
  • Health history questionnaire
  • Physical examination
• Criminal Background Check: Consent to and have an acceptable criminal background check prior to matriculation and periodically throughout the program

Procedures and Policies

• Applications for admissions are accepted through the Associated American Dental Schools Application Service ()
• Applications must be submitted to AADSAS by posted deadline. Given the normally heavy volume of applications, it is strongly encouraged that completed applications be submitted as early as possible in the cycle. The AADSAS application portal opens June 3, 2013.
• Upon request, submit supplemental application and all supplemental materials directly to 勛圖惇蹋 by the posted deadline.
• On-campus interviews, by invitation only, are required for admission to the program
• Applicants are selected for interviews on a rolling basis, with interviews taking place between September and March of each year.
• 勛圖惇蹋 follows the AADSAS ���traffic��� rules and accepted applicants are notified by mail on or after December 1st until the class has been filled.
• International applicants and applicants with international degrees must have transcripts evaluated for degree and grade equivalency to that of a regionally accredited US institution. See International Applicants for a list of educational credential evaluators. 
• International applicants must submit the  at time of acceptance to the university.
• All applicants to 勛圖惇蹋 must be able to understand and communicate in English to be admitted to the university. 勛圖惇蹋 accepts several methods of English Proficiency, see International Applicants. English Proficiency requirement must be completed at the time of application.
• Official transcripts for degrees and other prerequisites completed after the submission of the AADSAS application must be submitted to the Office of Graduate and Professional Admissions prior to matriculation. (This includes all degrees/coursework in progress and planned at the time of submission of the AADSAS application)

The Admission Committee reserves the right to make changes or exceptions to the admission policies and procedures without notice when it deems such a decision is appropriate.

For additional information about the DMD program please access the College of Dental Medicine website.

Transfer Credit

No transfer credit will be granted.

Advanced Placement

No Advanced Placement will be granted.

Experiential Learning

No credit will be awarded to students for experiential learning.

Academic Program Standards:

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

Technical Standards ��� abilities and skills:

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

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

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

Disabilities

Graduates of the DMD program must have the knowledge and skills to function in a broad variety of clinical, administrative and leadership situations and to render a wide spectrum of patient cares.
The 勛圖惇蹋, College of Dental Medicine acknowledges and complies with Section 504 of the 1973  Rehabilitation Act and the Americans with Disabilities Act (ADA) 1990,as amended, and requires minimum technical standards be present in students accepted into the Doctor of Dental Medicine program.  The college will engage in an interactive process with applicants with disabilities but the College reserves the right not to matriculate any applicant who cannot meet the technical Standards set forth in this section, with reasonable accommodations.
Reasonable accommodation for persons with documented disabilities will be considered on an individual basis, but a student in the Doctor of Dental Medicine program must be able to perform in an independent manner.  Every applicant is considered without regard to disability.  Once accepted, students must complete all elements of the curriculum with or without reasonable accommodations.  In the case of a documented disability, the College must be fully satisfied that the applicant can make progress throughout the curriculum.
Throughout the DMD program, a student will be expected to maintain the technical standards and demonstrate them through their coursework, interaction with peers and faculty, and in their professional experiences.  Students who fail to demonstrate the technical standards while in the program will be evaluated and appropriate action (e.g., remediation, counseling, or dismissal) will be taken.  Because this expectation is separate from the academic achievement,  simply maintaining a passing GPA is not sufficient.  Additionally, individuals who would constitute a direct threat to the health or safety of others are not considered suitable candidates for continued matriculation.
Applicants are not required to disclose the nature of their disability(ies), if any, to the Admissions Committee. However, any applicant with questions about these technical standards is strongly encouraged to discuss his/her specific issues(s) with Disability Services prior to the interview process.  If appropriate, and only upon the request of the applicant, reasonable accommodations will be provided.
When a letter of acceptance to the DMD Program is mailed, a detailed copy of the Technical Standards for completion of the curriculum will be included.  The applicant will be asked to respond in writing either he/she can meet the standards with or without accommodation. The provision of or request for an accommodation for a disability is always voluntary for the student. An applicant should be able to evaluate him or herself for compliance with these Technical Standards.  In the event that accommodation is requested, the student must submit documentation of disability with the proposed accommodation from a certified specialist to 勛圖惇蹋���s Disability Services.  A continuing student who develops a disability should request accommodations based on the limitations of the disability through Disability Services.  Individuals unable to meet the Technical Standards for the DMD program may be unable to progress and/or complete the DMD program. 
The College���s Admissions Committee will consider the applicant based on the criteria for admission of all applicants.  An applicant who discloses a disability and requests accommodation in the admission process may be required to submit, in writing, the request for accommodation and pertinent supporting documentation.  The pertinent information may include a history of accommodations granted previously in other education programs.  Request for accommodation may be initiated with 勛圖惇蹋���s Disability Services.  

For more information on disabilities and accommodations, please contact the 勛圖惇蹋 Office of Students with Disabilities.

	Credits
First Year
1st Semester
DMD 5110 Molecular & Cellular Basis of Medicine	4
DMD 5115 Medical Microbiology & Immunology	4
DMD 5125 Gross Anatomy	5
DMD 5135 Dental Anatomy	4
DMD 5140 Clinical Dentistry 1	8
DMD 5150 Foundations of Patient Care 1	7
TOTAL	32
2nd Semester
DMD 5220 Nervous System	4
DMD 5225 Head & Neck Anatomy	4
DMD 5230 Cardiovascular System	4
DMD 5235 Musculoskeletal System	2
DMD 5240 Clincal Dentistry 2	12
DMD 5250 Foundations of Patient Care 2	7
DMD 5270 Community Dentistry and Clinical Service Learning 1	1
TOTAL	33
Second Year
1st Semester
DMD 6130 Occlusion and Articulation	3
DMD 6135 Anesthesiology & Pain Control	2
DMD 6140 Clinical Dentistry 3	10
DMD 6150 Foundations of Patient Care 3	6
TOTAL	21
2nd Semester
DMD 6215 Renal System	2
DMD 6220 Gastrointestinal System and Nutrition	4
DMD 6225 Endocrine and Reproduction Systems	3
DMD 6230 Oral & Maxillofacial Pathology	4
DMD 6240 Clinical Dentistry 4	15
DMD 6250 Foundations of Patient Care 4	5
TOTAL	33
3rd Semester
DMD 6325 Dental Practice Management	2
DMD 6330 Oral & Maxillofacial Pathology 2 w/ Dermal	3
DMD 6340 Clinical Dentistry 5	19
DMD 6350 Foundations of Patient Care 5	4
DMD 6360 Comprehensive Patient Care Introduction	1
DMD 6370 Community Dentistry and Clinical Service Learning 2	1
TOTAL	30
Third Year
1st Semester
DMD 7140 Clinical Dentistry 6	5
DMD 7150 Foundations of Patient Care 6	2.5
DMD 7160 Comprehensive Patient Care 1	20
TOTAL	27.5
2nd Semester
DMD 7240 Clinical Dentistry 7	4
DMD 7250 Foundations of Patient Care 7	2
DMD 7260 Comprehensive Patient Care 2	32
TOTAL	38
3rd Semester
DMD 7340 Clinical Dentistry 8	4
DMD 7350 Foundations of Patient Care 8	2
DMD 7360 Comprehensive Patient Care 3	32
TOTAL	38
Fourth Year
1st Semester
DMD 8140 Clinical Dentistry 9	3
DMD 8150 Foundations of Patient Care 9	2
DMD 8160 Comprehensive Patient Care 4	16
TOTAL	21
2nd Semester
DMD 8260 Comprehensive Patient Care 5	TBD
DMD 8270 Community Dentistry and Clinical Service Learning 3	TBD
DMD 8280 Senior Electives/Seminar 1	TBD
3rd Semester
DMD 8360 Comprehensive Patient Care 6	TBD
DMD 8370 Community Dentistry and Clinical Service Learning 4	TBD
DMD 8380 Senior Electives/Seminar 2	TBD

Competencies for the New General Dentist

(Adopted from the American Dental Education Association)

(Journal of Dental Education July 2011)

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

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

1. Critical Thinking

Graduates must be competent to:

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

2. Professionalism
Graduates must be competent to:

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

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

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

4. Health Promotion
Graduates must be competent to:

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

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

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

6. Patient Care

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

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

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

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

Glossary of Terms

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Academic & Professional Standards Committee

The College of Dental Medicine���s Academic & Professional Standards Committee (APSC) is charged: 

To develop, distribute, update and implement policies for the evaluation of dental student performance, including policies for grading, promotion and graduation of students. It shall also be responsible for implementing and enforcing policies and shall make recommendations to the Dean regarding promotion or graduation of each student. The Committee shall follow guidelines in full accord with the rules of the 勛圖惇蹋 and the requirements of due process.

The APSC will convene to review student progress at the conclusion of each academic term. Additionally, the APSC meets on a regular basis to monitor student progress based on input from course directors, clinical faculty and community-based preceptors. During the 3rd and 4th years of the program, students are evaluated to determine their readiness to enter the Community-Based Education program based on the demonstration of adequate progress toward clinical and professional competence.

Grading Policies

For Graded Courses: Students will receive a letter grade based on the following:

Range	Final Grade
90 - 100%	A
80 - 89%	B
70 - 79%	C
<69% or unsuccessful remediation	F
Incomplete*	I

For Pass/Fail Courses: Students will receive a letter grade based on the following:

Score	Final Grade
Pass	P
Fail(<70)	F
Incomplete*	I

W = Withdrawal
I = Incomplete

*Incomplete Grade (I): An Incomplete (I) indicates that a student has not been able to finish all required work for issuance of a letter grade. An "I" must be replaced before the student registers for the next academic term, unless other arrangements are made with the instructor and the Dean of the College of Dental Medicine.

Dental Students must maintain a cumulative grade point average (GPA) of at least 2.00 on a yearly basis to be considered to be making satisfactory academic and professional progress and to be considered for promotion to the next academic year. Official grades are submitted to the Registrar by the Dean of the College of Dental Medicine (CDM), at which time the online student records system is updated. Official grade reports and unofficial transcripts will be available on the student records system throughout the academic year. Class rank is not reported on transcripts.

Promotion

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

• The student has a grade of "I" or "F" in a required course
• The final grade point average (GPA) is below 2.0 or a yearly cumulative GPA is below 2.0
• Unpaid tuition and fees

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

Graduation

To be eligible for graduation, a student must:

• Not be on academic suspension or probation
• Have earned a cumulative grade point average of at least 2.0 and have no outstanding grades of "I" or "F"
• Have successfully taken and passed the national Dental Examination Part I
• Have successfully completed all prescribed academic requirements or is expected to complete all requirements by the subsequent date of August 31 including:
  • All courses/modules
  • Have demonstrated competency for all 勛圖惇蹋-CDM DMD Competencies
  • Have completed the online 勛圖惇蹋 CDM Graduation Survey and the online ADEA Senior Survey
  • Completed and submitted a 勛圖惇蹋-CDM DMD Student Sign-out Sheet
  • Completed required clinical externships.
• Have demonstrated appropriate ethical, professional and personal conduct, as defined in the University Student Handbook and the College of Dental Medicine Academic Standards needed on page 5, thus making it appropriate to award the degree of Doctor of Dental Medicine
• Be expected to march with his/her class in the graduation ceremony, unless the Dean or President has granted special permission.  If special permission is granted to be excused from graduation, the graduate may be required to present himself/herself at a later date to the Dean of the College of Dental medicine to receive the diploma and take a required professional oath.
• Have complied with all the legal and financial requirements of the University and College

Probation or Academic Suspension

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

1. Inadequate academic progress as determined by the Academic and Professional Standards Committee.  This includes, but is not limited to, receiving and "F" in any course or system
2. A grade point average below 2.0
3. When directed to repeat a year for academic reasons
4. Failure to perform in a professional manner
5. Serious deficiencies in ethical or personal conduct

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

On campus students on probation must meet with their faculty advisor at least once a month. Off campus students on probation must contact their faculty advisor once a month. It is the student���s responsibility to contact the faculty advisor to arrange these meetings.

A first or second year student on probation for receiving a grade of "F" or for a GPA less than 2.0 in the first semester will be removed from probation after one semester provided he/she has regained a cumulative GPA of at least 2.0 and has remediated the failed course.

A third or fourth year student on probation because of a grade of "F" must remediate the course or clinical rotation. The student will then be reviewed by the APSC at the end of the academic year and may be recommended for continuation on, or removal from, probation.

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

Grade /Penalty Appeal

(e.g., Grade, a Final Grade, and Exclusion from a course, lab or clinic):

The first level of the appeal is at the academic course level from which the grade or penalty was issued. Within five (5) working days after receipt of the grade or penalty, the student must request a review by the College���s course director. In the event of an inability to satisfactorily resolve the matter at this level, the student must submit his/her appeal in writing to the Associate Dean within ten (10) days after the grade or penalty was received. The decision of the Associate Dean is final.

Remediation

The educational objectives that underlie remedial teaching and evaluation should be the same as the educational objectives that underlie regular courses in the curriculum. Dental students, who receive an "F" in a course or a cumulative GPA below a 2.0, will be reviewed by the APSC.

Where deemed appropriate, the APSC, after consultation with the course instructor and/or the Dean (or his/her designee) may recommend any one of the following options: 

1. Repeat the course or rotation
2. Remediation
3. No remediation
4. Repeat the academic year
5. Dismissal from the program

A student who is required to remediate a course must be notified in writing by the Dean at least 15 working days prior to the remediation date, or within 15 working days after the close of the academic year in which the student is presently enrolled, whichever comes first.

Notification must either be sent by Certified Mail or hand-delivered to the student and must be acknowledged with the signatures of the Dean (or his/her designee) and the student.

Numerical scores or grades earned during an attempted remediation of a course, system, or clinical rotation will be reviewed critically by the APSC and the Dean of the College of Dental Medicine. Failure to earn a passing may result in dismissal from the College or repeating the academic year.

Upon successful completion of remediation, the new grade earned will be reported to the Registrar���s Office and become part of the official student transcript and be included in the calculation of the grade point average. The original grade of "F" will remain on the transcript but not be included in the calculation of the grade point average.

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

Dismissal

The University may require withdrawal at any time it deems necessary to safeguard its standards of scholarship, conduct, and orderly operation. Examples of reasons the Academic & Professional Standards Committee will recommend dismissal of a student include, but are not limited to the following:

1. Receiving a cumulative grade point average below 2.0 at the end of an academic year
2. Receiving a final grade of "F" in two or more courses totaling 25% or more of the total credit hours for the first or second year*
3. Receiving a grade of "F" in two or more clinical rotations in one academic year
4. Receiving a final percentage score of 69% or below (a letter grade of "F") in a remediated course or clinical rotation
5. Violation of Student Code of Conduct or failure to maintain Professional Standards

*The Committee may recommend dismissal for a student receiving a final grade of "F" in three or more courses or systems, even if the total unsatisfactory credit hours do not exceed 25% of the total credit hours for the first or second years.

Student Appeal Process

At the conclusion of each academic term, the Academic & Professional Standards Committee will review whether students have met the established criteria for progression in the dental curriculum. Recommendations by the APSC for repeat of an academic year or dismissal from the dental program are advisory to the Dean of the College of Dental Medicine, who will make the decision.

In the event that the APSC has made a preliminary determination to recommend an adverse action, such as dismissal or the repeat of an academic year, the student is offered an opportunity to meet in person with the Committee, prior to the Committee forwarding its final recommendation to the Dean of the College of Dental Medicine. At such time, the student may present any information relative to the preliminary recommendation. In reviewing a student at risk of an adverse action, the Dean may be present for deliberations. A representative may also accompany the student; however, the representative may not be an attorney. The Committee will have an opportunity to review the additional information, if presented, and will then make a final recommendation to the Dean. The Dean will inform the student of the final decision in writing.

The student may submit a process appeal to the Provost within 5 days of the time the adverse decision is communicated to the student. The Provost has 5 days to determine whether a University Academic Appeals is warranted. If the Provost determines that the University Academic Appeals is not warranted, then the decision is final. If the Provost determines that a University Academic Appeal is warranted, than an Academic Appeal Review Committee will be established according to the 勛圖惇蹋 Student Handbook, Article IX.E

Attendance

Attendance is expected at all scheduled instructional periods, and is considered part of being a member of a profession. Students are expected to be in class on time and stay for the duration of the class time. Absence from instructional periods for any reason does not relieve the student from responsibility for the material covered during the periods missed.

Students must obtain prior approval by the Course Director and/or Course Instructor(s) to be absent from classes with guest speakers, laboratory sessions, Simulation Clinic, Clinics and Community Rotations.

Scheduled course assessments may not be missed unless alternative scheduling has been prearranged with and approved by the Course Director and/or Course Instructor(s). Students may not begin an examination more than 15 minutes after the scheduled start time. For a student to take any examination/quiz outside of the scheduled time, the student must have prior approval of the Associate Dean. A student, who cannot attend an examination/quiz due to unforeseen circumstances, including illness, should email: CDMAssocDean@une.edu and the Course Director as soon as possible prior to or after the examination has been administered. A written explanation of the absence (including documentation) must be provided to the Associate Dean and the Course Director the next day the student is on campus.

If a student misses an examination, the Associate Dean, in consultation with the Course Director, will determine whether the absence is excused or unexcused. If the absence is excused, the student will be permitted to take a make-up examination, the nature and time of which will be at the discretion of the Course Director; the student will receive full credit for the makeup examination.

If the absence is unexcused (e.g., failure to show up for a written or practical examination without a valid excuse as determined by the Associate Dean and the Course Director), this is grounds for summary failure (a score of zero) for that examination.

In the case of an unexcused absence and subsequent summary failure, the student will be referred to the Course Director regarding required remediation. If the student fails to take either a make-up or a remediation examination at the time designated by the Course Director, without a valid excuse as delineated above, this will be grounds for summary failure (a score of zero) of that examination and referral to the Academic & Professional Standards Committee. In such a case, a the Course Director will submit a written report to the Associate Dean, with a copy sent to the Chair of the Academic & Professional Standards Committee and the Dean of the College of Dental Medicine for appropriate disposition.

Student Health Standards

Students must show evidence of meeting various health standards prior to or at the time of matriculation as well as throughout the program. Specific requirements follow.

Matriculation: Prior to enrollment, the student must submit documentation to the Student Health Center on the Portland Campus of 勛圖惇蹋 for the following:

1. Immunizations:
   • 2 -MMR or MMR titer (or MMR booster)
   • TDAP or TD
   • 3 - Hepatitis B or HEP B titer (or HEP B booster)
   • 2 Varicella or lab titer
   • 2-step TB testing within one year prior to date of matriculation
2. Physical Examination - on 勛圖惇蹋 Physical Examination Form
3. Health History Questionnaire - on 勛圖惇蹋 Health History Questionnaire Form

In order to ensure everyone's safety, students who do not comply with the requirements in 1, 2 and 3 may not be allowed to return to campus until the requirements are met.

Annual: By September 15th of the D2, D3 and D4 years, submit documentation to the Student Health Center on the Portland Campus of 勛圖惇蹋 of a 2-step TB test (dated within one year of the due date).

Student-Specific: Additionally, students must comply with student-specific health requests as communicated through the CDM Office of Academic Affairs.

Competencies for the New General Dentist
(Adopted from the American Dental Education Association)
(Journal of Dental Education, July 2011)

Tuition and Fees

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

The 勛圖惇蹋 College of Osteopathic Medicine transforms students into health care leaders who advance patient-centered, high quality osteopathic primary care, research, and community health for the people of Maine, New England, and the nation.

The degree of doctor of osteopathic medicine (D.O.) is granted to graduates of osteopathic medical schools to demonstrate to the public that these physicians received a unique and distinctive education based upon the principles articulated by its founder.

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

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

Curriculum Overview

The 勛圖惇蹋 College of Osteopathic Medicine (勛圖惇蹋COM) curriculum is designed to develop osteopathic primary care physicians who are skilled in health promotion and illness prevention as well as the delivery of care to the ill. To that end, 勛圖惇蹋COM provides an innovative, contemporary, patient-focused curriculum that fosters life-long, self-directed, evidence-based learning and professional development.

Our progressive, integrated 4-year curriculum aligns educational activities with the principles of adult learning to maximize the attainment and retention of knowledge, skills, and attitudes crucial to the delivery of health care in the 21st century according to the guiding principles of osteopathic medicine.

Pre-Clerkship Education

The first two years of the curriculum are spent on the 勛圖惇蹋 campus in Biddeford, Maine, and consist of a series of large and small group learning activities, combined with independent experiential learning in physicians��� offices, hospitals, extended care facilities and health centers. Scheduled classes include traditional didactic lectures, interactive problem solving sessions, patient case study discussions, hands-on laboratory exercises, panel discussions, demonstrations, and clinically-focused encounters with standardized and real patients. Learning activities are constructed to provide a strong foundation in the basic biomedical and social sciences as well as clinical skills as they apply to the practice of osteopathic medicine in the 21st century. A thorough grounding in the manual skills characteristic of Osteopathic Manipulative Medicine (OMM) is provided in the first 2 years, and supplemented, reinforced, and expanded in years 3-4.

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

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

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

High quality laboratory and educational facilities provide a stimulating venue for the mastery of the seven AOA competencies. The Harold Alfond Center for the Health Sciences houses laboratories and lecture halls that place the COM at the national forefront of health and life sciences education. The gross anatomy lab and fresh tissue lab are among the most advanced facilities in the world. The Osteopathic Principles and Practice (OP&P) lab is spacious and well designed with the latest technological support. The Clinical Performance Center is an interactive clinical skills education, testing and evaluation facility with a well-established Standardized Patient Program and a Patient Simulator Program.

Clerkship Education

During the last two years of their pre-doctoral training, students are placed in the field to expand their clinical acumen.

The 勛圖惇蹋COM Clinical Campuses represent a consortium of community-based education sites consisting of one or more training institutions within geographic proximity that allow a coordinated delivery of the core academic training experience. These coordinated sites provide the patient base, the didactic and experiential opportunities, the supervisory infrastructure and the longitudinal evaluation necessary for the accomplishment of the educational goals of the core clinical rotations. While the majority of the College's Clinical Campuses are located in the New England States, some students leave the New England area for part or all of the core clinical rotation training period.

Year 3 students are assigned to rotations in core medical and surgical disciplines at one of the 12* training sites throughout the northeast that constitute the 勛圖惇蹋 clinical campus system. Many of these sites are members of the Northeast Osteopathic Medical Education Network (NEOMEN). Fourth year students continue their learning with selective and elective clinical rotations at College-approved programs of their choice.

Reflecting its focus on primary care, the 勛圖惇蹋COM clinical clerkship training programs are located in private physician offices, in community hospitals, and in community health centers throughout the northeast that represent environments in which many of the college's graduates will eventually practice. Ambulatory care programs train students in office practice and familiarize students with the collaborative roles and skills of non-physician health care providers. While community hospitals form the core of the year 3-4 clinical rotations, affiliations with specialty-focused facilities allow students to pursue a range of clinical experiences.

Please see Core predoctoral clinical clerkship affiliates for more information .

Post-Graduate Training

勛圖惇蹋COM enjoys an educational affiliation with a number of postgraduate internship and residency programs. By sponsoring these independent programs, the college serves as a liaison with the American Osteopathic Association to assure compliance with accreditation criteria required for AOA approval of the training programs. 勛圖惇蹋COM graduates apply to these and other postgraduate programs for internship and residency training. These affiliations exemplify the breadth and depth that these collaborative arrangements offer our graduates for postgraduate training. Please see postgraduate affiliates for more information on the Northeast Osteopathic Medical Education Network (NEOMEN).

* This number is accurate as of this publication date. However, with the rapidly changing dynamics in the U.S. health care delivery system, the number of training sites available in any specific year is subject to change.  

The 勛圖惇蹋 is accredited by the New England Association of Schools and Colleges.

The 勛圖惇蹋 College of Osteopathic Medicine is accredited by the American Osteopathic Association Commission on Osteopathic College Accreditation (AOA COCA).

Additionally, the 勛圖惇蹋COM has been accredited by the Maine Medical Association���s Council on Continuing Medical Education and Accreditation (CCMEA) to provide continuing medical education for physicians, including both D.O.s and M.D.s.

Articulation Agreements

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

• Qualified students in the 勛圖惇蹋 College of Arts and Sciences may apply for early admission to the College of Osteopathic Medicine following their junior year. The 3-4 Program allows mature, qualified 勛圖惇蹋CAS students to complete an undergraduate degree and doctor of osteopathic medicine (D.O.) degree in seven years. The 3-4 Program is for students admitted to 勛圖惇蹋CAS and is open to any major.
• University of Hartford in West Hartford, Connecticut, and 勛圖惇蹋COM have established an articulation agreement enabling qualified Hartford College students to complete an undergraduate degree and D.O. degree in seven years.
• Springfield College in Springfield, Massachusetts, and 勛圖惇蹋COM have established an articulation agreement enabling qualified Springfield College students to complete an undergraduate degree and D.O. degree in seven years.
• University of Maine, Orono, and 勛圖惇蹋COM have established an articulation agreement enabling qualified University of Maine students to complete an undergraduate degree and D.O. degree in seven years.
• Utica College in Utica, New York, and 勛圖惇蹋COM have established an articulation agreement enabling qualified Utica College students to complete an undergraduate degree and D.O. degree in seven years.
• Tufts University Post-Baccalaureate Premedical Program in Medford, Massachusetts, and 勛圖惇蹋COM have entered into an agreement whereby qualified individuals who have previously completed a baccalaureate degree can fulfill the required pre-requisite courses at Tufts University.
• University of Vermont Post-Baccalaureate Premedical Program in Burlington, Vermont, and 勛圖惇蹋COM have entered into an agreement whereby qualified individuals who have previously completed a baccalaureate degree can fulfill the required pre-requisite courses at University of Vermont.

All students enrolled in the University are encouraged to acquaint themselves with the scholastic regulations, the general and specific requirements of the academic program, and the operational policies that govern the program of study. Additional information may be found in the Student Handbook Supplement for the College of Osteopathic Medicine.

Student Rights and Responsibilities

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

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

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

Standards for Professional Behavior and Conduct

In order to evaluate acceptable demonstration of professional behavior and conduct for graduation, the following standards have been adopted by the 勛圖惇蹋COM faculty:

A student enrolled in the 勛圖惇蹋 College of Osteopathic Medicine is expected to:

1. Behave in a responsible, reliable and dependable manner -- e.g. to manage time well; be on time for assignments, meetings, and appointments; to plan ahead and to follow through with commitments; to cooperate with person(s) in charge of programs; and to take responsibility for absences or missed assignments.
2. Demonstrate personal integrity, honesty, and self-discipline ��� e.g. to be consistent and truthful, to show appropriate personal control, to take on tasks that he/she can manage; to be honest in reports and self-evaluations.
3. Project a professional image in manner, dress, grooming, speech, and interpersonal relationships that is consistent with the medical profession's accepted contemporary community standards ��� e.g. to maintain awareness of personal hygiene; to wear a white coat and name tag, if expected; to notify preceptor or other leader in case of emergency absence or calls; to apologize if unable to notify in advance; to be respectful of other students and patients when doing physical diagnosis or treatment.
4. Recognize his/her personal limitations and biases, whether they are intellectual, physical or emotional; to strive to correct them (e.g. overcome negative behavios such as procrastination); to learn to be a team member; to adapt to new situations; and to avoids discriminatory conduct or speech.
5. Demonstrate the professional and emotional maturity to manage tensions and conflicts which occur among professional, personal, and family responsibilities, seeking professional help if necessary ��� e.g. to meet with supposed antagonists to resolve misunderstandings; to get needed help from faculty advisors, tutors, counselors, learning assistance professionals and other qualified persons; to show ability to prioritize appropriately one���s personal, professional, and academic expectations and activities.
6. Demonstrate the ability to exercise sound judgment and to function under pressure ��� e.g. to request help when needed and to avoid endangering others; to respect the difference between physician and physician-in-training (i.e. doctor and student doctor); to remain focused on the task at hand; to remember that as student doctor he/she represents 勛圖惇蹋COM and the osteopathic profession to the greater community at large.
7. Demonstrate the ability to learn from mistakes and failures and to heed admonitions and warnings from officers of 勛圖惇蹋-COM and of clinical supervisors ��� e.g. to be responsive to feedback and constructive criticism regarding professional behavior and attitude; to understand the seriousness of academic and disciplinary warnings.
8. Demonstrate compassion and respect toward others ��� e.g. to work cooperatively with differences and diversity in personalities and in cultural backgrounds as well as with differences in social and in economic status, and to respect the privacy and individual choice of others.
9. Demonstrate consistently respect for administrators, faculty, staff, and fellow students of the University.

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

Registration

The University conducts an annual registration for first and second year students during the initial days of the new academic year. During this process, students must finalize payment of tuition and related fees, as delineated in the section entitled Tuition and Fees, including filing appropriate documents with Registration Services, Financial Aid, Business Affairs, and Office of Constituent Services. In addition, all new, incoming students are required to undergo a complete physical examination, meet UNECOM immunization requirements, and complete the medical questionnaire provided by the University as a prerequisite to enrollment. Failure to comply with meeting immunization requirement may result in the inability to register for courses, receive course grades or proceed with clinical assignments.

Academic Records

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

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

Student Access and Annual Notification

FERPA affords students certain rights with respect to their education records. They are:

1. the right to inspect and review the student's education records within 45 days of the day the University receives a request for access. The student should submit to Registration Services a written request that identifies the records s/he wishes to inspect . The office will notify the student of the time and place where the records may be inspected.
2. the right to request the University to amend the student's education records that the student believes are inaccurate or misleading. The student should write to the University Registrar, clearly identifying the part of the record s/he wishes to be changed, and specify why it is inaccurate or misleading. If it is determined not to amend the record as requested by the student, the University will notify the student of the decision and advise the student of the right to a hearing regarding the request for amendment. Additional information regarding hearing procedures will accompany this notification.
3. the right to consent to disclosure of personally identifiable information contained in the student's education records, except to the extent that FERPA authorizes disclosure without consent. One exception which permits disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the University in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); a person or company with whom the University has contracted (such as attorney, auditor, or collection agent); a person serving on the Board of Trustees; or a student serving on an official committee, or assisting another school official in performing his or her task; or the Veterans Administration for students registered for various GI Bill programs. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.
4. the right to file a complaint with the U.S. Department of Education concerning alleged failure(s) by the 勛圖惇蹋 to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is:

Family Policy Compliance Office
U.S. Department of Education
600 Independence Avenue, SW
Washington, DC 20202-4605

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

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

Please remember: active students must renew a request for non-disclosure each year to keep such requests in effect. The University may disclose directory information about former students without meeting notification requirements; however, at the last opportunity as a student (just prior to departure from the University), written requests for non-disclosure will remain in effect until a written request to change non-disclosure status is made by the student.

Student Enrollment Status

The 勛圖惇蹋 classifies student credit load status for the purposes of financial aid loan deferments. Enrollment classifications.

Comprehensive Osteopathic Medical Licensing Examinations

The Comprehensive Osteopathic Medical Licensing Examinations (COMLEX-USA) are administered by the National Board of Osteopathic Medical Examiners (NBOME) and are divided into three levels. Levels 1 and 2 are given during the college years and Level 3 is given to qualified graduates during their first year of postgraduate (residency) training. The Level 2 examination consists of two independent components ��� a Cognitive Evaluation (Level 2-CE) and a Performance Evaluation (Level 2-PE). The former tests predominantly a student���s knowledge base, and the latter predominantly his/her clinical skills. Students are eligible for the Level 1 examination upon successful completion of Year 2 and approval from the College of Osteopathic Medicine in which they are enrolled. Students become eligible for the Level 2 examinations in Year 3 after approval from their COM. Students must have received a passing score on COMLEX -USA Level 1 in order to begin clinical rotations. Students must take and pass both components of the Level 2 examination as a condition of graduation.

Effective with the class entering in the fall of 2004, students are allowed a maximum of three attempts to pass COMLEX-USA Level 1 and each component of COMLEX-USA Level 2. Any student who fails to pass any individual component of the COMLEX-USA examination series after three attempts will be considered for dismissal from the College.

Note: Registration and scheduling of the exams is the responsibility of the student. Students should also plan to register and take the COMLEX-USA Level 1 and 2 (PE and CE) with sufficient time allowed to receive exam results and be able to comply with any deadlines for clinical rotations or graduation. Graduating fourth year students are advised to schedule a date for their COMLEX-USA Level 2-PE (clinical skills examination) no later than December 31 of the year preceding their anticipated graduation date in order to receive scores to meet graduation requirements. This may require registration and scheduling with NBOME up to 12 months in advance.

Laptop Requirement

The College has instituted a mandatory laptop computer requirement. Specifics regarding the minimum configuration will be available on a yearly basis.

Course Grade Reporting

• The process of determining grades and the criteria for passing a course will be described explicitly in the course syllabus that must be ratified by the Committee on Educational Programs (CEP) and posted prior to the beginning of the course.  
• The determination of a final grade in a course is determined by the course director and must comply with the standards and principles endorsed by the CEP.  
• Following the completion of a course, the course director will assign one of the following grades to each student, based upon the criteria published in the course syllabus:
  • Honors (H)
  • High Pass (HP)
  • Pass (P)
  • Fail (F)
  • Incomplete (I)
    • A temporary grade submitted to the registrar in instances in which:
    • Will be replaced with one of the grades listed above as soon as possible after the required work is completed, but no later than the beginning of a new academic year, and
    • Will be removed from student���s permanent transcript when the grade is replaced.

勛圖惇蹋COM COURSES - YEAR 1

Osteopathic Medical Knowledge A -  14 Credits

Osteopathic Medical Knowledge A is a multidisciplinary course designed to introduce medical science knowledge that undergirds the practice of osteopathic medicine. The medical science knowledge includes biological disciplines such as histology, physiology and biochemistry and more clinical disciplines such as pathology and evidence-based medicine.  The overall aim is to allow the first year osteopathic medical student to integrate and apply this knowledge in the solution of clinical problems. Additionally, the student will develop cognitive skills and attitudes that support continual acquisition of medical knowledge

Osteopathic Clinical Skills IA - 14 credits
The aim of Osteopathic Clinical Skills IA is to transform learners into student physicians who demonstrate superior clinical skills and medical professionalism, and embody empathetic, patient centered medical care in preparation for clinical clerkship training. The purpose of the Osteopathic Clinical Skills IA course is to provide the students with a solid knowledge of clinical anatomy as the basis for competent and safe performance of physical examination and osteopathic manipulative medicine (OMM); to instruct learners in the art and skill of medical history taking; to provide an understanding of structure and function to formulate a clinical temporal profile leading to the differential diagnosis; and to represent the foundation of osteopathic knowledge and skills that will be built upon longitudinally throughout the learner���s medical education and practice.

Osteopathic Medical Knowledge B ��� 13 credits
Osteopathic Medical Knowledge B is a multidisciplinary course designed to introduce medical science knowledge that undergirds the practice of osteopathic medicine. The medical science knowledge includes biological disciplines such as histology, physiology and biochemistry and more clinical disciplines such as pathology, pharmacology and evidence-based medicine.  The overall aim is to allow the first year osteopathic medical student to integrate and apply this knowledge in the solution of clinical problems. Additionally, the student will develop cognitive skills and attitudes that support continual acquisition of medical knowledge. Osteopathic Medical Knowledge B is a continuation of Osteopathic Medical Knowledge A and will build on the knowledge, skills and attitudes developed by the medical scholar in Osteopathic Medical Knowledge A.

Osteopathic Clinical Skills IB - 13 credits
The aim of Osteopathic Clinical Skills IB is to transform learners into student physicians who demonstrate superior clinical skills and medical professionalism, and embody empathetic, patient centered medical care in preparation for clinical clerkship training. Osteopathic Clinical Skills IB is a continuation of Osteopathic Clinical Skills IA and will build on the knowledge, skills and attitudes developed by the medical scholar in Osteopathic Clinical Skills IA.
The Osteopathic Clinical Skills IB course serves to further develop the students��� knowledge of clinical anatomy as the basis for competent and safe performance of physical examination and osteopathic manipulative medicine (OMM); to instruct learners in the art and skill of medical history taking; to provide an understanding of structure and function to formulate a clinical temporal profile leading to the differential diagnosis; and to represent the foundation of osteopathic knowledge and skills that will be built upon longitudinally throughout the learner���s medical education and practice.

勛圖惇蹋COM Courses - Year 2

Osteopathic Systems A - 14 credits
This semester long course integrates the most common and/or important patient presentations related to the neuropsychiatric, musculoskeletal, hematological, and gastrointestinal body systems with foundational underlying biomedical scientific principles.

Using a combination of interactive, didactic presentations, case study discussions, laboratory sessions, panel discussions, and ���grand rounds��� conferences, the structured learning activities reinforce and expand the student���s understanding of relevant biomedical and clinical elements of health care explored in the first year 勛圖惇蹋COM courses.

The structure-function relationship and the body's inherent ability to self-regulate, heal, and maintain health are prominent themes in the course content.

Osteopathic Clinical Skills IIA - 14 credits
This course is part of the two-year longitudinal Osteopathic Clinical Skills I course that begins in Year 1 and continues in the second year of studies. The course is designed to reinforce and expand the student���s knowledge and osteopathic clinical skills to ensure safe and competent practice during core clinical training rotations in Years 3-4.  Osteopathic Clinical Skills  IIA introduces the student to more advanced methods of Osteopathic Manipulative Treatment and extends the integration of key concepts into the clinical practice of primary care. Learning activities parallel topics and areas of focus of the Osteopathic Systems series of courses and include standardized patient experiences, osteopathic manual medicine skills sessions, clinical skills assessment, and differential diagnosis.

Osteopathic Systems B - 13 credits
This semester long course integrates the most common and/or important patient presentations related to the respiratory, cardiovascular, renal, reproductive and endocrine body systems with foundational underlying biomedical scientific principles.

Using a combination of interactive, didactic presentations, case study discussions, laboratory sessions, panel discussions, and ���grand rounds��� conferences, the structured learning activities reinforce and expand the student���s understanding of relevant biomedical and clinical elements of health care explored in the first year 勛圖惇蹋COM courses.

The structure-function relationship and the body's inherent ability to self-regulate, heal, and maintain health are prominent themes in the course content.

Osteopathic Clinical Skills IIB - 13 credits
This course is part of the two-year longitudinal Osteopathic Clinical Skills course that begins in year 1 and continues in the second year of studies. The course is designed to reinforce and expand the student���s knowledge and osteopathic clinical skills to ensure safe and competent practice during core clinical training rotations in years 3-4.  OCS-IIB introduces the student to more advanced methods of osteopathic manipulative treatment and extends the integration of key concepts into the clinical practice of primary care. Learning activities parallel topics and areas of focus of the Osteopathic Systems series of courses and include standardized patient experiences, osteopathic manual medicine skills sessions, clinical skills assessment, and differential diagnosis.

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

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

To educate this type of physician, 勛圖惇蹋COM provides:

• An innovative curriculum aligned with the precepts vital to educating quality osteopathic physicians for the 21st century and designed to ensure student achievement of the AOA COM competencies.
• A fully integrated curriculum, during the first two years, which builds a strong foundation in the basic and clinical sciences, human behavior and community medicine and promotes long-term retention of concepts and information. 
• A variety of learning experiences, including traditional didactic lectures; clinical case studies; case-based learning; small group discussions; independent study; and, interactions with patients in doctor's offices, nursing homes, and local schools. 
• Teaching Osteopathic Manipulative Medicine in every part of our curriculum.
• Open communication between faculty and students and that values student input.
• Camaraderie and exceptional support from fellow students.
• High quality laboratory and educational facilities, in The Harold Alfond Center for the Health Sciences which houses laboratories and lecture halls that place 勛圖惇蹋COM at the national forefront of health and life sciences education. The Alfond Center���s gross anatomy lab and fresh tissue lab and Osteopathic Principles and Practice (OP&P) lab are spacious and well designed with the latest technological support. 勛圖惇蹋COM���s Clinical Performance Center houses interactive clinical skills education and evaluation that supports a well-established Standardized Patient Program and a Patient Simulator Program. The newly-designed Decary Annex creates the conditions for high-quality learning and teaching in it���s flexible environment.
• Core Clerkship and Selective/ Elective rotations in the field that fully develop clinical acumen. During the last two years, students are placed in 勛圖惇蹋COM clinical sites. In Year 3, the core clerkship takes place at affiliated clinical campuses throughout the northeast. In Year 4, students continue learning with selective and elective clinical rotations at sites of their choosing.

勛圖惇蹋COM offers medical students the opportunity to also complete a Master���s in Public Health or a Master���s in Medical Education Leadership.

Attendance

The University expects the student to attend all scheduled lectures, discussions, case-based learning sessions, laboratories and clinical assignments unless appropriate permission has been secured prior to the absence. Any student who misses a class is NOT exempted from completing the assignment covered during the absence. For further information, student should consult the Excused Absence Policy as found in the Student Handbook Supplement for the College of Osteopathic Medicine.

Academic Standing

The Committee on Student Progress is responsible for making recommendations to the Associate Dean for Academic Affairs (ADAA) on student disciplinary and academic matters, performance, and on action(s) to be taken. Yearly, the Committee makes recommendations to the Dean on the promotion of students to the next class. At any time the Committee deems necessary, it may inform the appropriate faculty and administrative personnel of students experiencing academic difficulties so that corrective or remedial action may be taken. Also, each year the Committee recommends to the faculty, through the Dean, the awarding of the degree of doctor of osteopathic medicine to those students who have satisfied all graduation requirements.

The status of a student may be reviewed by the Committee on Student Progress when the student's performance is found to be unsatisfactory in the accumulation of knowledge and/or personal growth. For example, the student���s academic progress may be reviewed for any of the following reasons:

1. Unexcused absence(s) from class, laboratory, or clinical experience.
2. Failure to obtain a satisfactory grade in every unit of study such as a course, preceptorship, or clinical rotation (clerkship).
3. Failure to abide by the Standards for Professional Behavior and Conduct or to exhibit the behavior, ethics, or professional manner deemed necessary ��� in the judgment of the Committee on Student Progress ��� for the continued study and later practice of osteopathic medicine in the judgment of the Committee on Student Progress.
4. Personal or medical reasons; in assessing personal growth, such factors as morals, emotional stability, integrity, general conduct, reliability, judgment, and rapport with patients is considered.

After discussion, the Committee on Student Progress may decide by majority vote to make one of the following recommendations to the dean:

1. No significant deficiency exists, and the student is promoted, with such oral or written caution to the student as may be recommended.
2. A significant deficiency exists and one or several of the following actions is to be taken according to the severity of the deficiency, the student's overall achievement and circumstances surrounding the deficiency (illness, family emergency, etc.):

• Student is to take remedial examination(s) after an appropriate interval recommended by the course director(s) and approved by a majority vote of the Committee on Student Progress.
• Student is to undertake special projects or studies required to address the perceived deficiency.
• Student is placed on academic or disciplinary probation for a stated period of time.
• Student is required to repeat the course(s), preceptorship(s), or clerkship(s) in which there is a deficiency.
• Student is required to repeat the academic year.
• Student is suspended from the College.
• Student is dismissed from the College.

Withdrawal/Dismissal

A student who is required to repeat an academic year, suspended or dismissed from the College may appeal this decision to the Dean within ten (10) days of the decision to repeat, suspend or dismiss. The Dean may, at his discretion, convene a five-member Faculty Appeals Committee for a review of the decision. The charge of the Faculty Appeals Committee will not be to repeat the deliberations of the Committee on Student Progress, but rather to determine whether or not the following conditions apply to the original decision:

1. there is new information available at this time that was not available to the original recommending committee (CSP), OR
2. there is evidence that the decision that the recommending committee reached was capricious or arbitrary, OR
3. the consequence of the deliberation (we.g. dismissal, etc.) is unusually harsh or unfair.

If the Faculty Appeals Committee upholds the original recommendation, the decision is final and there is not further appeal. If the Faculty Appeals Committee does not uphold the requirement to repeat the year, suspension or dismissal, it will recommend to the Dean such other lesser requirements as it deems appropriate.
Placement of a student on academic probation or disciplinary probation indicates the faculty's extreme dissatisfaction with the student's academic or behavioral performance. While on probation, the student will not represent the college at outside events and will be asked to curtail elected office responsibilities until their academic performance improves. In addition, a student on academic probation must pass all units of study; a student on disciplinary probation must discontinue the behavior leading to probation and maintain a record of exemplary behavior. Students who violate the conditions of probation as listed above will be reviewed again by the Committee on Student Progress, which will make such recommendations to the Dean as it sees fit.

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

Academic Progress Policy

A. Course Failures

• All students are expected to meet the requirements for passing by the end of a course.
• Any student who fails to meet the criteria for passing any 勛圖惇蹋COM course, including criteria for professional behavior, will meet with CSP.
• Based upon the student���s overall performance, the CSP will make one of the following recommendations:
  • dismissal from the college, OR
  • repeat the entire academic year, OR
  • repeat the course when it is next offered, OR
  • reassess or remediate the course, as appropriate (see below)

B. Re-Assessment

• All courses that base student grades on fewer than two assessments must develop a plan for re-assessment and/or remediation
• Within 4 weeks of the end of a course, the Committee on Student Progress (CSP) will review the progress of all students who fail to meet the published criteria for passing.
• Any student fails who to meet the published criteria for passing a course will be assigned a grade of Incomplete (I). The CSP, in consultation with the course director and other appropriate individuals, will decide whether or not the student will be allowed to repeat an assessment prior to the determination and reporting of a final grade for that course.  
• Achieving the standards for passing after a second assessment will result in the assignment of a grade of Pass (P) for the course, as determined by the course director.  
• Failure to achieve a passing score on a second assessment will result in the assignment of a grade of Failure (F) for the course.
• Permission for reassessment will be based upon:
• student performance in the course,
• student overall performance in all other 勛圖惇蹋COM courses (concurrent and previous), and
• the nature of the reassessment tool.
• (e.g. failure of a practical laboratory or skills examination may preclude the opportunity to reconstruct an appropriate re-assessment tool).  
• If the number of re-assessments is excessive, or performance is consistently sub-standard for a particular student, CSP may refuse permission to re-assess and prescribe a remedial activity (see Course Remediation Policy below).
• The date for reassessment for any particular course will be determined and published by the Office of Academic Affairs.

C. Course Remediation Policy

• All courses that base student grades on fewer than two assessments must develop a plan for re-assessment and/or remediation
• With permission of the Committee on Student Progress (CSP), a 勛圖惇蹋COM student who is assigned a final grade of Failure (F) may enroll in a formal remediation activity approved by Committee on Educational Programs (CEP).
• CSP will grant permission to participate in a course remediation based upon:
  • student performance in the course, and
  • student overall performance in all other 勛圖惇蹋COM courses (concurrent and previous),
• The remediation activity will:
  • be constructed and monitored by the original course director,
  • include an assessment comparable in scope of content to the original assessment tool designed to document achievement of the academic goals of the original course,
  • be listed with the Registrar as a separate course, and
  • carry a tuition charge.
• The format of the activity may take the form of one or more of the following:
  • lectures
  • practical hands-on (laboratory) exercises
  • on-line modules
  • directed reading
• The student will meet with the identified instructor at least once weekly ��� in person or via virtual technology ��� during the duration of the remediation course.
• The syllabus of the original course, which requires CEP approval, will specify the dates and duration of the remedial activity.
• Upon successful completion of the remedial activity, the student will be given a grade of Pass (P).
• Failure on the assessment following a remediation activity will result in the student being considered for one of the following actions:
  • dismissal from the college, OR
  • repeat the academic year, OR
  • repeat the course when it is next offered.

Tuition and Fees

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

MSPR/Dean's Letter

Institutional letters of reference, the Medical Student Performance Review, for prospective postgraduate programs, such as internships, residencies, and fellowships are provided to graduating students. The first ten requests for letters shall be free of charge. All additional requests shall be assessed a $3 fee.

Special Examination Fee

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

Leave of Absence Tuition Credit

In the event a student desires to apply for a leave of absence, a Leave Form must be submitted to the Dean's Office. The form will include the reason for leaving, as well as the expected date of return. An approved leave of absence during the on-campus portion of the curriculum will result in a refund per the Withdrawal Tuition Refund Policy. No penalty is assessed for a leave of absence during the Clerkship Training Curriculum.

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

Notes

• Students should expect annual increases in the cost of attending 勛圖惇蹋COM since the University is subject to the same inflationary pressures that affect the rest of society.
• 勛圖惇蹋 will continue to make every effort to contain costs from the date they are announced through the current academic year. The Board of Trustees, however, reserve the right to make changes in tuition and fees at any time.
• For their own protection while at the University, it is recommended that students carry their own local checking accounts to provide funds for incidental expenses and emergencies. The University recommends that students open a checking account with People's United Bank, who have installed a full-service ATM machine on campus.
• The University will not be responsible for the loss of property on or off campus although it strives to safeguard students��� property on campus.

The University offers direct deposit to its students. Students with credit balances can have the excess funds directly deposited in the bank of their choice. The sign-up form is available here.

Financial Aid

The Financial Aid Office at the 勛圖惇蹋 is committed to providing students with information about the different education financing options available. This information is available on the Financial Aid website. The website describes the aid application process, the types of financial assistance available, and other important information.

The Board of Trustees of the 勛圖惇蹋 confers the degree doctor of osteopathic medicine (D.O.) upon those students who have satisfactorily completed the requirements for graduation and who have been recommended for graduation by the faculty of the College.

Every candidate for the degree of doctor of osteopathic medicine must:

1. Be of good moral character.
2. Have fulfilled the requirements of study for the degree as determined by the faculty.
3. Have met the academic requirements of the College for the awarding of the degree and have been in residence at this College for the last two years.
4. Be free of indebtedness to this College, the University, and their affiliates.
5. Have demonstrated the ethical, personal, and professional qualities deemed necessary for the successful and continuing study and practice of osteopathic medicine.
6. Have been recommended by the faculty for graduation.
7. Be present at the 勛圖惇蹋 commencement and the COM Physicians Hooding Ceremony of his/her class at the time the degree is conferred.

College of Pharmacy Professional Mission Statement

The mission of the College will be to provide an outstanding environment for the teaching-learning process to effectively deliver a contemporary pharmacy curriculum designed to graduate competent practitioners for the state of Maine and the nation. Additionally, the College will establish and maintain an active and productive research enterprise for the discovery of new knowledge in the laboratory and in the patient care setting. The College will also cultivate and nurture in its students the value and need for a commitment to life-long learning, community service and social responsibility.

Overview

The College offers the Doctor of Pharmacy as the professional degree that prepares students for careers as pharmacists in a variety of practice settings. A minimum of two years of undergraduate pre-professional education is required for admission. The two-year, undergraduate pre-professional program (Pre-Pharmacy) is offered on 勛圖惇蹋���s Biddeford Campus in Biddeford, Maine and at other institutions. The Doctor of Pharmacy (Pharm.D.) degree is awarded after successful completion of four years of professional study in the College of Pharmacy located on 勛圖惇蹋���s Portland Campus in Portland, Maine. To apply or to learn more about this exciting program, please call (800) 477-4勛圖惇蹋, or email gradadmissions@une.edu

Pharmacy is one of the most highly respected healthcare professions in the United States.  The vast majority of states are currently doing their best to address a crisis in our health care delivery system due to a shortage of pharmacists.  Maine ranks quite high in its need for pharmacists and although we recognize that not all of our graduates will remain in our state, we believe that our program will definitely make a difference in providing competent practitioners to serve the health needs of our citizens. Admission to pharmacy programs is very competitive and at UNE there is a high demand for entrance into our four-year professional degree program. 

Research Objectives

The College of Pharmacy will strive to achieve balance in its research efforts between discovery of clinically relevant drugs or drug delivery systems and pre-clinical and clinical development of these entities. Our primary area of focus will be the discovery and development of new drug molecules. Other areas of research activity will include therapeutic biomarkers, drug delivery methods, nutraceuticals, herbal medicines, and strategies for assessing individual variations in drug response, nutritional status or inborn errors of metabolism. All pre-clinical and clinical work will be performed in analytical facilities that are fully compliant with good laboratory practice. Such facilities will allow for translation of basic research discoveries into clinical development. In addition to bridging the gap between basic academic research and clinical development, we plan to educate our pharmacy students about the drug discovery process and the necessary regulatory compliance required for drug development. Our students will understand the basic science, thought process, and strategies for the generation of new drug discoveries. They will also be familiar with the safety, the formulation, and the delivery of new drug entities. They will have instruction on the principles of proper clinical trial design and the process by which a new drug product is introduced into commercial use.

Core Values 

The College operates guided by a set of values that:

•     Foster pride in pharmacy���s contributions to society.
•     Maintain a student-centered approach in its teaching.
•     Promote leadership in its students to further develop the profession.
•     Provide diverse pathways for its students to continue their formal education.
•     Embrace and learn from the diversity of its students and faculty. 
•     Instill in its students the value of lifelong learning.
•     Conduct all of its programs in an atmosphere of collegiality and mutual respect.
•     Develop a spirit of community service and social responsibility.
•     Deliver its programs guided by a spirit of integrity and accountability.
•     Maintain a program of on-going faculty and staff development.
•     Strive to achieve academic excellence by adhering to its standards for quality.
•     Pursue discovery with a passion for improving quality of life.

The College initiative is clearly consistent with 勛圖惇蹋���s mission, which is to ���provide a highly integrated learning experience that promotes excellence through interdisciplinary collaboration and innovation in education, research, and service.��� 

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

Pre-Pharmacy Admissions

Application for the two-year undergraduate pre-professional (Pre-Pharmacy) program is made through Undergraduate Admissions. Visit the Undergraduate Admissions website and find details on admissions criteria in the Catalog.  All Pre-pharmacy students must apply for admission to the Doctor of Pharmacy Program, i.e., admission is not automatic or assured.

Doctor of Pharmacy Admissions

All Candidates applying to 勛圖惇蹋���s Pharm D program must:

• Complete a minimum of  two years of undergraduate pre-professional coursework with 72 required undergraduate credits from a regionally accredited institution(s) to include the following:

Courses	Specifics	Credits
General Biology, equivalent to 2 semester courses	Labs	8
General Chemistry, equivalent to 2 semester courses	Labs	8
Human Anatomy & Physiology, equivalent to 2 semester courses	Labs	8
Physics I, equivalent to 1 semester course	Lab	4
Organic Chemistry, equivalent to 2 semester courses	Labs	8
College Calculus		3
Statistics for life sciences		3
English (including 1 course in English Composition)		6
Introduction to Psychology		3
Public Speaking		3
Humanities		3
Social/Global Awareness		3
Liberal Arts Electives		6

• Complete all math and science courses within five (5) years of matriculation into the Doctor of Pharmacy program.
• Complete all coursework by the end of the summer session of the year of matriculation into the Doctor of Pharmacy program.
• Have earned a minimum overall GPA of 2.5 with grades of ���C��� or better in each course.
• Have successfully completed the Pharmacy College Admissions Test (PCAT) by the end of January of the desired year of matriculation to the College.

The College of Pharmacy reserves the right to make exceptions to the above when it deems such a decision is appropriate.

Note:  Before matriculation, accepted applicants will need to obtain a physical examination with proof of up-to-date immunization status. Immunization of students is based on current Centers for Disease Control recommendations for health professionals.  This information must be presented prior to matriculation.

As required by clinical training sites, students will be subject to criminal background checks and drug screens prior to matriculation, and periodically throughout the Pharmacy program.

Procedures and Policies (For all applicants)

• Applications for admissions are accepted through the Pharmacy College Application Service () only.
• On-campus interviews are granted to qualified applicants upon invitation by the Admissions Committee and are required for admission to the program.
• Admissions are rolling and decisions are made after each interview session and continue until the program starts with candidates on the waitlist being offered admissions as seats become available. 
• Applications received before the deadline will be given full consideration. Applications received after the deadline will be reviewed on a space available basis only.
• International applicants and applicants with international degrees must have their transcripts evaluated for degree and grade equivalency to that of a regionally accredited US institution. See International Admissions for a list of educational credential evaluators.
• International Applicants must submit the  at time of acceptance to the university.
• All applicants to 勛圖惇蹋 must be able to understand and communicate in English to be admitted to the university. 勛圖惇蹋 accepts several methods of English Proficiency. (see International Admissions)  If applicable, the TOEFL requirement must be completed and score received by the application deadline.
• Official transcripts for in-progress degrees and other in-progress or planned prerequisites (not verified by PharmCAS) must be submitted to the Office of Graduate and Professional Admissions prior to matriculation. (This includes all degrees/coursework in progress and planned at the time of submission of the PharmCAS application.)

The Admission Committee reserves the right to make changes or exceptions to the admission policies and procedures without notice when it deems such a decision is appropriate.

For additional information on the admissions process and requirements, please access the College of Pharmacy���s website.

Transfer Credit

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

Experiential Learning

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

Academic Program Standards

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

Technical Standards

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

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

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


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

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

The following skills are required, with or without accommodation:

Observation

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

Communication

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

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

Motor

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

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

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

Intellectual

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

Behavioral and Social

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

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

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

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

For more information on disabilities and accommodation, please contact the 勛圖惇蹋 Office of Students With Disabilities.

	Credits
1st Year
Fall Semester
PHP 100 -   Introduction to Pharmacy Practice	3
PHP 101 -   Pharmacy Calculations	2
PHS 102 -   Pharmaceutics I with Laboratory	4
PHS 106 -   Biochemistry & Drug Analysis	4
PHP 108 -   Introduction to Drug Information	2
PHS 111 -  Pathophysiology	3
Total	18
Spring Semester
PHS 104 -  Pharmaceutics II with Laboratory	4
PHA 107 -  Pharmacy Practice Management	2
PHS 109 -  Medical Immunology	3
PHS 110 -  Microbiology	3
PHS 112  - Pharmacogenomics	3
PHA 113 -  Health Care Delivery & Finance	3
Total	18
Summer
PHP 115 -  Introductory Pharmacy Practice Experience I	4
2nd Year
Fall Semester
PHS 200 -  Biopharmaceutics/Pharmacokinetics	3
PHS 202 -  Medicinal Chemistry I	3
PHS 204 -  Pharmacology I	3
PHP 207 - Self Care Therapeutics	3
PHS 208 -  Biostatistics	3
Elective	2
Total	17
Spring Semester
PHP 201 - Therapeutics I	6
PHS 203 -  Medicinal Chemistry II	3
PHS 205 -  Pharmacology II	3
PHP 206 - Patient Assessment	3
Elective	2
Total	17
Summer
PHP 215 -  Introductory Pharmacy Practice Experience II	4
3rd Year
Fall Semester
PHP 301 -  Therapeutics II	8
PHP 303 -  Advanced Pharmacy Practice Laboratory	3
PHA 304 -  Pharmacy Law & Ethics	3
PHS 306 -  Pharmacy Seminar Series	1
Elective	2
Total	17
Spring Semester
PHP 300 - Clinical Pharmacokinetics	3
PHP 302 -  Therapeutics III	6
PHP 305 -  Outcomes Research	3
PHP 309 - Advanced Drug Information	3
Elective	2
Total	17
4th Year
Summer, Fall, Spring
PHP 400 -  Advanced Pharmacy Practice Experience (6 x 6 weeks)	36
Total Credit Hours	148

PHA- Pharmacy Administration
PHP- Pharmacy Practice
PHS- Pharmaceutical Science

Pharmacy Practice Experiences

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

Introductory Pharmacy Practice Experience (IPPE)
The Introductory Pharmacy Practice Experience (IPPE) will consist of two, four week assignments. One assignment will occur in a community (retail) pharmacy while the other will occur in an institutional (hospital) pharmacy. Each experience will provide 4 semester hours of credit for a total of 8 credit hours (320 contact hours).  Introductory pharmacy practice experiences in community and institutional pharmacy settings begin early in the professional curriculum and are interfaced with didactic course instruction. This provides an introduction to the profession and continues in a progressive manner preparing the pharmacy student for the advanced pharmacy practice experiences.

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

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

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

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

1. Apply the principals of biomedical and pharmaceutical sciences in the practice of pharmacy
2. Managing systems and resources
3. Communicate at a professional level with patients and other members of the healthcare professions
4. Demonstrate professional, ethical, and legal conduct in the practice of pharmacy
5. Evaluate drug orders and dispense pharmaceuticals
6. Evaluate, synthesize, and provide drug information
7. Promote public health and provide population based pharmaceutical care
8. Provide patient-specific pharmaceutical care

Grading Policy

Upon completion of a course of study, the faculty member in charge of that course submits the number of hours taught and a grade for each student to the the Associate Dean of the College of Pharmacy. The Doctor of Pharmacy Program uses a standard letter grade format with the exception that below average work (below a grade of C) will result in a failing grade. (A, A-, B+, B, B-, C+, C, and F)

Incomplete Policy

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

Course Add/Drop or Withdrawal Policy

Due to the standard curriculum sequence within the Doctor of Pharmacy Program, students are not allowed to add or drop Doctor of Pharmacy Program core courses. Students may not withdraw from a Doctor of Pharmacy Program core course; to do so indicates a complete withdrawal from the Doctor of Pharmacy Program. A pharmacy student may withdraw from an elective course within the first week of classes.

Repeat Course Policy

Courses in the Doctor of Pharmacy Program are offered once per year. If a course is failed the student is allowed to repeat it; however, the student must wait until the next time that course is offered or come to an agreement with the course instructor and the Scholastic Standing Committee in the Doctor of Pharmacy Program.

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

Tuition and Fees

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

Books and Computers

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

Other Expenses

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

Student Employment

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

Housing

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

Student Health Care

勛圖惇蹋 has Student Health Care Centers on both the Biddeford Campus and the Portland Campus. For more information visit the Student Health Care website.

Financial Aid

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

The University is committed to our distance-learning students. The students who choose to learn through the University's extended campus are an integral part of the University community. Technological links enable students to interact with their faculty, advisors, support service administrators, as well as their student colleagues.

The post baccalaureate sequence is for students who have completed a baccalaureate degree and wish to enter a health professions program but lack the necessary prerequisite courses. Most students will be in the workforce and changing careers. They may find it difficult to attend a traditional college for various reasons: some are in the military, some hold jobs with inflexible work hours, and some live in rural areas.  Students may enroll in the post baccalaureate courses at any time and from anywhere in the world.  The courses are designed to be completed in 16 weeks, but they are self-paced so depending on the circumstances students may adjust the completion time to meet their needs.

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

Many health professions programs accept these courses but we encourage you to check with the schools to which you are planning to apply to verify that the courses are acceptable before you register.

For more information on the Post Baccalaureate Sequence, the courses that are offered, including prerequisites, registration information and a description of the laboratory component please call or e-mail Com Distance Education (CDE).

comdistance@une.edu
207-602-2494

Students may enter the sequence at any point as long as they meet the prerequisites for the individual courses.  They may take as many courses as they need in order to meet the prerequisite requirements for the health professions program to which they are applying.  All students are required to submit a transcript showing bachelor's degree completion within six weeks of starting their first course.

Technology requirements may differ by course offered.  Please refer to COM Online Education or email comdistance@une.edu for technology requirements for the class you are interested in taking.

Courses	Credits
MEDT 1000 - Medical Terminology	3
MATH 1005 - Statistics for the Health Professions	4
PHYS 1010 - Physics for the Health Professions	4
CHEM 1020 - Medical General Chemistry I/Lecture	3
CHEM 1020L - Medical General Chemistry I/Lab	1
CHEM 1021 - Medical General Chemistry II/Lecture	3
CHEM 1021L - Medical General Chemistry II/Lab	1
CHEM 1010 - Medical Organic Chemistry I/Lecture	3
CHEM 1010L - Medical Organic ChemistryI/Lab	1
CHEM 1011 - Medical Organic Chemistry II/Lecture	3
CHEM 1011L - Medical Organic Chemistry II/Lab	1
BIOL 1010 - Medical Biology I w/Lab	4
BIOL 1011 - Medical Biology II w/Lab	4
CHEM 1005 - Medical Biochemistry	4
PHSL 1010 - Medical Physiology	4
BIOL 1020 - Microbiology for Health Professions/Lecture	3
BIOL 1020L- Microbiology for Health Professions/Lab	1
ANAT 1005 - Medical Anatomy for the Health Professions	4

Students can either take their final proctored exam online using Proctor U or at the campus of the 勛圖惇蹋.

Written Proctored Exam

Students may take the exam at the 勛圖惇蹋 College of Osteopathic Medicine on the Biddeford Campus. The exam is offered the first Monday of every month. If the first Monday of the month is a holiday, the exam will take place on the second Monday of the month. 

Students wishing to take a paper version of the exam close to home with an approved proctor can do so with the permission of the instructor. Please contact us for information at comdistance@une.edu or (207) 602-2494. For a detailed Exam Policy please see course syllabus.

Online Exams
For instructions on taking online exams visit,  .

Course Length and Extensions:

1. Courses in the CDE program are equivalent to one-semester courses designed to be completed in 16 weeks.
2. Many students are nontraditional students who have elected an online course for its flexibility. Therefore students may complete this course in less than 16 weeks.  Students who do not complete coursework within 16 weeks may request a six week incomplete extension at the discretion of the instructor.

Upon completion of a course, the faculty member submits a grade for each student.  Below average work (below a grade of "C") will be considered a failing grade  The instructor will notify students once their final grade has been calculated.

Withdrawal from the Course and Refunds

Enrollment for courses begins on the day noted in the "shopping cart" section.  Students may withdraw from the course during the first 28 days after date of enrollment. In this case a ���Withdraw (W)��� will be entered on the official transcript.  The withdrawal date will be the date that written notice of the withdrawal such as email, fax, or the 勛圖惇蹋 receives letter; verbal notification is not sufficient. During this 28 day withdraw period, a percentage of the student���s tuition, but not the registration or laboratory fees, will be refunded according to the following schedule: 100% of tuition refunded for withdrawal within 14 calendar days; 66% of tuition refunded for withdrawal from 15 to 21 calendar days; 33% of tuition refunded for withdrawal from 22 to 28 calendar days.  No refund will be made after 29 calendar days.

After the 28-day withdrawal period, students may still withdraw from the course at any time they wish before taking the final exam.  In this instance, either a ���Withdraw Pass (WP)��� or a ���Withdraw Fail (WF)��� will be entered on the student���s transcript depending on the student���s academic standing, based on the quiz grades taken up to the time the student withdraws.  Again, the 勛圖惇蹋 must be notified in writing of the withdrawal.

All requests for withdrawal should be directed to:
 
Ms Angela Morse
Basic Sciences Department
勛圖惇蹋
11 Hills Beach Road,
Biddeford, ME  04005
Phone: (207)-602-2494
Fax:     (207)-602-5931
Email: COMDistance@une.edu

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