Curriculum Design and Management Policy

During preclinical years, students work in small groups in on-campus learning pods covering learning objectives developed into short videos created by faculty. At the end of each video or series of videos, a medical board-style question or an active learning exercise is presented on the material. Students are provided with references in the video segments and are encouraged to continue with self-directed learning. Should students have questions, faculty are available in person or via “on-call” chat.

Students are provided with individualized performance metrics based on assessment performance. Faculty are provided with cohort and individual level data for each assessment item. Faculty-led review sessions are scheduled at the end of each two-week cycle to discuss specific learning objectives. The review sessions provide an interactive and tailored additional support for topics that students found challenging.

Longitudinal courses in Core Entrustable Professional Activities, hands-on learning and clinical simulation learning scenarios are crucial for developing skills and are practiced at the main campus and at clinical rotation sites. Onsite labs occur during most curricular weeks throughout OMS I and OMS II, as well as supplemental learning sessions during OMS III and OMS IV. Examples of included content in these sessions are:

  • Osteopathic manipulative medicine
  • Physical exam skills
  • Interpersonal skills (e.g., gathering information, building rapport, creating a shared treatment plan, general interpersonal communication effectiveness)
  • Health systems

This policy was reviewed and revised in May 2024. For assistance with policies and procedures, please contact Alexa Levine (