CUSOM Curriculum Overview Accepted Students Day April 7, 2018 Robert R. Terreberry, PhD Associate Dean for Biomedical Affairs Room 188 - Ext. 1767 terreberry@campbell.edu David Tolentino, DO, FACOI, FACP Associate Dean for Clinical Affairs Room 121 - Ext. 1772 tolentino@campbell.edu

CUSOM Class of 2022 CONGRATULATIONS

CUSOM Mission “Educate and prepare community-based osteopathic physicians in a Christian environment to care for the rural and underserved populations in North Carolina, the Southeastern United States and the nation”

General Overview of Curriculum Years 1 and 2 At CUSOM in Lillington (July/August – May) Years 3 and 4 At one of 6 Clinical Sites around NC (June – May) GME – Residency Programs After graduation, number of CUSOM-related sites possible

Academic Calendar Blocks typically 8 weeks + exam week = 9 weeks Blocks 4 & 8 = 10 weeks Remediation / Break week (Gold) after each Block Mission trips scheduled here

Block Schedules Activities color-coded Courses, lectures, labs, exams, quizzes, Grand Rounds, etc… M-F 8a-5:30p Availability expected, check travel plans

Curriculum Oversight Curricular Cycle Dean Course Directors / Clerkship Directors Office of Assessment Faculty Curriculum Committee CC Subcommittee Initial Review Committee (IRC) Block Leaders / Regional Deans Students, Peers, End of Rotation Evaluations, COMAT, COMBANK, COMSAE, COMLEX, USMLE, GME Assessment Biomedical / Clinical Department Chairs Block Teams / Affiliated Regional Teams Curricular Cycle Delivery Review Approval Assessment Development Curriculum Oversight Rather traditional systems-based curriculum Two Blocks of Basic Science Six Blocks of System-based Courses with Integrated Basic Science and Clinical Science Curriculum is faculty-driven Strong core of biomedical principles & solid foundation in clinical sciences Integrated exams (3 per Block) Exams taken on computer

Integrated Basic Science and Clinical Courses Musculoskeletal System Year 1: Blocks 1-4 YEAR 1 SEMESTER 1 SEMESTER 2 Block 1 Block 2 Block 3* Block 4* Integrated Basic Science and Clinical Courses Musculoskeletal System Neuroscience Psychiatry OMED 511 Cell Bio/Biochemistry OMED 522 Pharmacology OMED 570 Musculoskeletal System OMED 579 Neuroscience OMED 524 Micro/Immunology OMED 540 Physiology OMED 590 Anatomy OMED 583 Psychiatry OMED 530 Anatomy OMED 550 Pathology OMED 508 OMM OMED 594 Anatomy OMED 500 OMM OMED 560 Anatomy OMED 509 Clinical Skills OMED 515 OMM OMED 501 Clinical Skills OMED 504 OMM OMED 513 FMP OMED 516 Clinical Skills OMED 502 FMP OMED 505 Clinical Skills OMED 514 PCC OMED 517 FMP OMED 503 PCC OMED 506 FMP OMED 518 PCC OMED 507 PCC Clinical Courses Threads

Year 2: Blocks 5-8 YEAR 2 SEMESTER 1 SEMESTER 2 Block 5* Block 6* Cardiovascular System Respiratory System Hematology Dermatology Renal System Gastrointestinal System Endocrine System Reproductive System Clinical Applications of Biomedical Sciences OMED 610 Cardiovascular System OMED 630 Hematology OMED 670 Endocrine System OMED 690 CABS II OMED 611 CABS I OMED 640 Renal System OMED 680 GI System OMED 695 Repro System OMED 620 Respiratory System OMED 650 Dermatology OMED 608 OMM OMED 615 OMM OMED 600 OMM OMED 604 OMM OMED 609 Clinical Skills OMED 616 Clinical Skills OMED 601 Clinical Skills OMED 605 Clinical Skills OMED 613 FMP OMED 618 FMP OMED 602 FMP OMED 606 FMP OMED 614 PCC OMED 619 PCC OMED 603 PCC OMED 607 PCC Clinical Courses Threads

National Board Examinations Mandatory exams at prescribed points in the curriculum COMLEX vs USMLE Osteopathic (DO) students must take COMLEX exams Allopathic (MD) students must take USMLE exams DO students may, and some CUSOM students take USMLE Passing COMLEX-USA Levels 1, 2-CE, 2-PE mandatory for graduation

National Board Preparations Clinical Applications of Biomedical Science Courses CABS I - Summer between Year 1 and Year 2 CABSII - During Block 8 in Year 2  COMBANK Questions Kaplan Materials COMSAE (College of Osteopathic Medicine Self- Assessment Exam) Diagnostic Tests Simulation Month prior to Year 3

National Board Examinations COMLEX-USA Level 1 Written exam at end of Second Year COMLEX-USA Level 2-CE Written exam at end of Third Year COMLEX-USA Level 2-PE Practical exam at end of Third Year (Chicago, IL or Conshohocken,PA) COMLEX-USA Level 3 Written exam in first year of Residency

COMLEX-USA Level 1 Performance* * One student took Level 1 & 2 in early cycles due to military commitment. **Some Level 1 & 2 scores have not yet been reported by the NBOME. Class of 2017 had mean discipline score of 527.28: CUSOM ranks #11 out of all 33 COMS (48 COMs) CUSOM students above 600 (average): Level 1 (25% over 3 years, nearly 37% Class of 2019 above 600)

USMLE Step 1 Performance* *Some Step 1 scores have not yet been reported by the NBME.

USMLE First-time Pass Rates* Step 1 (National average) CUSOM (3-year average) MD’s 96% DO’s 93% 98.24% (n= 182 students over 3 years, or an average of 61 students per class, or about 40%) FMG’s 78% *Some Step 1 scores have not yet been reported by the NBME.

Meeting the CUSOM Mission North Carolina Regional Clinical Campuses Rural and Underserved Health shortage areas Medically underserved areas Early Clinical Experiences Service Projects Student Run Community Care Clinic Local Community Clinics Health Screening Bus Migrant Workers International Opportunities Guatemala Honduras Ecuador Haiti Jamaica Armenia Student Organizations North Carolina is facing a critical shortage of primary care physicians because of the significant growth of residents and an increase in its aging population. North Carolina’s population has grown from 5.5 million in 1980 to 9.5 million in 2010 with virtually no increase in the number of doctors graduating from the state’s four medical schools each year. According to a 2010 study published by the Association of American Medical Colleges Center for Workforce Studies, the populations that will be most impacted by a decreasing supply of physicians include rural and underserved populations. 20% of Americans live in rural or inner-city populations. Campbell University is strategically positioned to serve the medical needs of eastern North Carolina. Students will gain early clinical experience beginning in the first year and will continue through all four years of their education. Early clinical experiences will emphasize the importance of developing the student’s ability to generate a robust differential diagnosis. Campbell University has always had a strong commitment to service, and this is no different for the School of Osteopathic Medicine. The support to local service projects will nurture our commitment to the community and serve those people in need in Harnett County.

Clinical Campuses New Region #6: Carteret Hospital in Morehead City 6

Goals of Clinical Education Provide exceptional clinical education in the art and science of osteopathic medicine Through hands-on training in rural and medically underserved areas, students will gain an appreciation for the many rewards of rural and community based medicine Be recognized for continued excellence in clinical medical education Maintain high academic standards and consistency Collaborate with our regional partners to support outstanding Osteopathic experiences and meet CUSOM’s Mission To be recognized for excellence in graduate medical education. Achieving and maintaining full compliance with AOA standards Achieving and maintaining high student, resident and graduate retention rates Maintain high academic standards Meeting local, state, and regional workforce needs (i.e. Primary Care) Offer placement services for graduates that want to contribute to the programs Collaboration with our regional partners to support Osteopathic graduate learning experiences in medical education and medical education research Student and resident rotations, mentoring, research and rotations for all specialties To develop a robust research operation: Emphasis on hypothesis-driven and outcomes research Research infrastructure supported by the university and our teaching affiliates Emphasizes collaborative research between clinicians, basic scientists, residents and students – lead by example

Years 3 and 4: Clinical Campus Locations Site Location Assigned 3rd Year Students 4th Year Students 1 Lumberton (Southeastern Health) 33 44 2 Fayetteville (Cape Fear Valley) 3a Raleigh (WakeMed) 22 3b Dunn/Lillington (Harnett Health) 11 4 Salisbury (Novant Health) 5 Goldsboro (Wayne Memorial) 6 Morehead City (Carteret Health)

Clinical Rotations YEAR 3 YEAR 4 CORE CORE Internal Medicine I, II (8 weeks) Medical Selective (4 weeks) Medical/Surgery Selective (4 weeks) Surgery (4 weeks) Obstetrics/Gynecology (4 weeks) Pediatrics (4 weeks) Psychiatry/Behavioral Science (4 weeks) Family Medicine (4 weeks) Rural/Underserved (4 weeks) Simulation Lab (4 weeks) Clinical Academic Assessment (4 weeks) YEAR 4 Medical Selective (4 weeks) Primary Care Selective (4 weeks) Surgical Selective (4 weeks) Geriatrics (4 weeks) Emergency Medicine (4 weeks) Electives I, II, III, IV, V (20 weeks) Sub-internship Residency Development (4 weeks) CORE CORE

Example Third Year Schedule MS-3 Student Block 1 Block 2 Block 3 Block 4 Block 5 Block 6 Block 7 Block 8 Block 9 Block 10 Block 11 Block 12 Block 13 A SIM Month Hosp Orientation IM MS Sur R/U OBG Ped Psy FM MS/SS Vac B M/S PSY C D E F G Surg H I J K KEY: VAC = Vacation; IM = Internal Medicine; MS = Medical Selective; SUR = Surgery; R/U = Rural/Underserved; OBG = Obstetrics/Gynecology; PED = Pediatrics; PSY = Psychiatry; FM = Family Medicine; MS/SS = Medical/Surgical Selective; SIM = Simulation Medicine

Example Fourth Year Schedule MS-4 Student   Block 1 Block 2 Block 3 Block 4 Block 5 Block 6 Block 7 Block 8 Block 9 Block 10 Block 11 Block 12 A Residency Development MS Elec PCS ER SS Ger Vac B C D E F G H I J K KEY: VAC = Vacation; MS = Medical Selective; ELEC = Elective – one of the electives must be completed as a Sub-Internship (SUB I), EM = Emergency Medicine; PCS = Primary Care Selective; GER = Geriatrics; SS = Surgical Selective

High Quality Standardized Clinical Curriculum The standardized curriculum ensures that all students, regardless of the geographic location of their clinical rotation, will complete the same clinical objectives and didactic lessons. In order to ensure a high quality, standardized curriculum, the Associate Dean works with the Clinical Chairs to develop: Online syllabus Clerkship objectives Required textbooks and reading assignments Clinical cases to enhance student learning Supplemental instructional videos

COMLEX-USA Level 2 Performance* Level 2CE**   * One student took Level 1 & 2 in early cycles due to military commitment. **Some Level 1 & 2 scores have not yet been reported by the NBOME. CUSOM students above 600 (average): Level 2CE (36.7%)

COMLEX-USA Level 2PE Performance

COMLEX-USA Level 2PE Performance Biomedical Domain Humanistic Domain

COMLEX-USA Level 2CE Mean Performance June 2016 – May 2017 First Time Takers Only

COMLEX Level 2CE First-time Pass Rates What about the USMLE?

USMLE Step 2 Performance* USMLE Step 2CK *Some Step 2CK scores have not yet been reported by the NBME.

USMLE Step 2 First-time Pass Rates* 2 CK (National average) Step 2CK CUSOM (2-year average) Step 3 MD’s 96% 98% DO’s 92% 99.37% (n= 96 students over 2 years, or an average of 48 students per class, or about 31%) 91% FMG’s 75% 89% *Some Step 2CK scores have not yet been reported by the NBME.

Community-Based Campus Advantages Students are part of the community - remain “local”; establish connections and roots Students become integral part of healthcare team Better tracking of student progress over the course of the year Students often pursue residency spots at their sites of training and increase chances of them practicing in the community Consistency for students in relationship to Regional Dean/DSME, site coordinator, educational activities, computer systems, policies/procedures etc CUSOM-appointed faculty delivering a standardized curriculum Financial support for Regional Dean/ DSME and Site Coordinator

General Teaching Service Students with a CUSOM-appointed teaching physician who manage patients by the team. The interdisciplinary team A faculty-appointed teaching physician A senior resident (PGY-2 or PGY-3) 1 or 2 junior resident(s) (PGY-1) 1 or 2 Medical student(s) 1 Physician Assistant and/or Pharmacy student Responsibilities Management of the patients Morning report Daily teaching rounds Students & residents gain broad experiences in the management of a diverse population of patients

Assuring Clinical Knowledge/Competency 3rd Year NBOME discipline exam at the end of each core rotation (COMAT) The preceptor completes a performance evaluation of each student based on the 7 core competencies Osteopathic Philosophy & OMM Medical Knowledge Patient Care Interpersonal & Communication Skills Professionalism Practice-based Learning & Improvement Stystems-based Practice Students participate in Call Back Fridays - practice and are evaluated in Osteopathic Principles and hands-on techniques Students participate in weekly educational sessions with board review questions, case presentations, and review of journal articles Students take the NBOME COMSAE exam in order to ensure preparedness for their COMLEX Level 2-CE exam Comprehensive Osteopathic Medical Self-Assessment Examination

Assuring Clinical Knowledge/Competency 4th Year Residency Development Students evaluated in a number of Standardized Patient encounters to ensure proficiency and preparedness for COMLEX-PE exam Students take the COMLEX Level 2-CE and PE exam The preceptor completes a performance evaluation of each student based on the 7 core competencies Students participate in Call Back Fridays CE – cognitive evaluation PE – performance evaluation

Match Outcomes from 2018

2018 Match Results – Offered Positions San Francisco 1 Military

Primary Care Specialties Number Matched Internal Medicine 33 Family Medicine 35 Pediatrics 12 OBGYN 5 Primary Care 56%

Target Specialties Target Specialties Number Matched Other Specialties Family Medicine 35 Internal Medicine 33 Pediatrics 12 Emergency Medicine 11 Psychiatry 8 OBGYN 5 General Surgery 4 Med Peds 2 Other Specialties Number Matched Internships 16 Neurology 7 Anesthesiology 5 Orthopedic Surgery Research 1 Child Neurology Pathology Urology ENT PM&R

Class of 2018 Location 43% Matched in the Southeast Number Matched State Number Matched North Carolina 33 Florida 10 Virginia 6 South Carolina Georgia 4 Tennessee 5 Alabama 1 Total 65 “The mission of Campbell University Jerry M. Wallace School of Osteopathic Medicine is to educate and prepare community based osteopathic physicians in a Christian environment to care for the rural and underserved populations in North Carolina, the Southeastern United States, and the nation.” 43% Matched in the Southeast

Type of Training Program Entered University Based Programs 69%

North Carolina Programs Campbell University Programs University of North Carolina Wake Forest University East Carolina University Cone Health Novant Huntersville New Hanover

University Programs University of North Carolina Emory University Thomas Jefferson University University of Southern California The Ohio State University Penn State University University of Tennessee East Tennessee State University Campbell University East Carolina University Wake Forest University University of Arizona University of Florida University of Central Florida SUNY University of South Dakota University of Minnesota Indiana University University of Oklahoma University of Louisville UC Davis Wright State University Western Michigan University University of Missouri Wayne State University University of Iowa Medical College of Georgia Hofstra University

Total First Year Positions Campbell Programs Matched Program Total First Year Positions Open Positions Sampson FM 6 Sampson Dermatology 2 Sampson TRI 4 Harnett FM 5 Harnett IM 8 Harnett TRI 11 Southeastern FM Southeastern IM 13 Southeastern EM Southeastern TRI Cape Fear IM Cape Fear EM 7 Cape Fear Surgery Cape Fear OB Cape Fear TRI 17 Total 119

Congratulations to the Match Class of 2018!!!! 2018 Match Results Congratulations to the Match Class of 2018!!!!

Questions?