Western University of Health Sciences (Western University) is an

Western University of Health Sciences (Western University) is an independent, non-profit academic health

center, incorporated in the State of California, and dedicated to educating health care professionals qualified

to provide comprehensive health care to the family.

Accreditation(s)

Western University of Health Sciences is accredited by the Accrediting Commission for Senior Colleges

and Universities of the Western Association of Schools and Colleges (WASC, 895 Atlantic Avenue, Suite

100, Alameda, California, 94501, phone number: 510-748-9001), a regional accrediting body recognized by

the Council on Higher Education Accreditation and the U.S. Department of Education.

Professional accreditations for each academic program are indicated in the appropriate section of this

catalog.

Notice of Non-discrimination Policy

Western University of Health Sciences, in compliance with Titles VI and VII of the Civil Rights Act of

1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of

1973, and Sections 102 and 302 of the Americans With Disabilities Act of 1990, does not discriminate on

the basis of race, color, national origin, religion, handicap, or sexual orientation in any of its policies,

procedures, or practices. In accordance with sex discrimination laws, the University forbids acts of sexual

harassment. In compliance with the Age Discrimination in Employment Act of 1967, Section 402 of the

Vietnam Era Veterans Readjustment Act of 1974, and Section 12940 of the State of California Government

Code, the University does not discriminate against any employees or applicants for employment on the basis

of their age, their ethnic origin, their marital status, their sexual orientation, or because they are disabled

veterans or veterans of the Vietnam Era, or because of their medical condition (as defined in Section 12926

of the California Government Code); nor does the University discriminate on the basis of citizenship, within

the limits imposed by law. This non-discrimination policy covers admission, access, and service in the

University programs and activities and application for and treatment in University employment.

Pursuant to Executive Orders 11246 and 11375, as amended, Section 503 of the Rehabilitation Act of 1973,

as amended, and Section 402 of the Vietnam Era Veterans Readjustment Act of 1974, as amended, Western

University of Health Sciences is an affirmative action and equal opportunity employer.

Access to Individuals with Disabilities

It is the policy of Western University to provide qualified persons with disabilities with access to its

programs and services, when viewed in their entirety, in the most integrated setting possible. Additional

information will be provided upon request from the Student Affairs Office.

Please Note:

Text for the catalog was prepared as of June 2002. The information herein applies to the academic year

2002-2003 and is subject to change at the discretion of the University.

Visitors are always welcome at the University and campus tours are available. Visitor badges are required

and can be obtained from the receptionist in the Administration Center.

Office of Admissions, Mondays, 8:30 am - 12 noon, Tuesdays-Fridays, 8:30 pm - 5 pm

University Switchboard - (909) 623-6116.

Western University of Health Sciences Catalog Vol. 13, No. 1, Summer, 2002

iii

The President's Message

Attending an academic health center such as Western University of Health Sciences is not an automatic

passport to becoming a good health professional. While a first-rate educational experience is essential, the

making of a good health professional is also rooted in the nature and quality of the people involved.

There is visible and strong sense of community, of family, at Western University. We are proud of the

fact that the institution is people-centered, that it seeks to develop in our students a blend between the

technical and the human skills required of health care professionals. The content and substance of the

curricula, as well as the instructional processes used to carry it out, reflect a humanistic approach to health

care.

The University's educational programs provide training that presumes the faculty and the students are the

masters and not the slaves to this institution. We believe, therefore, that it is imperative our students feel

they have a place in the learning environment and that they are active rather than passive recipients of their

education. Learning proceeds in ways directly related to the interests and needs of the students as well as to

the demands of the health professions.

Here at Western University, a student can expect an education that will assist him or her to become a

feeling, humane, sensitive and medically competent professional and not just a learned degree-holder. To

that end, the University encourages a flexible and innovative "learning" environment instead of a rigid,

closed "learned" one.

In a word, a student can expect the same treatment from Western University that a patient should look

for from an able health professional. Thus, in the final analysis, what a student can expect from the

University is measured by the success of our humanistic approach -one that requires an active partnership

between you and us.

That is what goes into the education that takes place here and what Western University of Health

Sciences is all about.

Sincerely,

Philip Pumerantz, PhD

Table of Contents

iii The President's Message

iv Table of Contents

1 Western University of Health Sciences

4 Frequently Called Numbers

5 Student Life: Campus Facilities and

Services

9 Student Services

21 University Policies and Procedures

27 General Academic Policies and

Procedures

35 Tuition and Fees

37 Financial Aid

43 University Calendar

44 College of Osteopathic Medicine of

the Pacific

Doctor of Osteopathic Medicine

Degree Program

44 Accreditation

44 The Osteopathic Philosophy

44 Personal Competencies for Admission

and Matriculation

45 Admissions Policies and Procedures

47 Registration

48 Tuition and Fees

49 Academic Requirements

56 Curriculum

59 Course Descriptions

66 Honors and Awards

68 Academic Calendar

70 Osteopathic Oath

71 College of Pharmacy

Doctor of Pharmacy Degree Program

71 Accreditation

71 About the Profession

71 The Degree

71 Career Opportunities

72 The College of Pharmacy

73 Admissions Policies and Procedures

74 Tuition and Fees

75 Financial Assistance

75 Academic Policies and Procedures

81 Description of Blocks/Course

Descriptions

88 Honors and Awards

89 Academic Calendar

90 College of Allied Health Professions

90 Mission

91 Master of Science in Health Sciences

Program

91 The Department of Health Sciences

92 Personal Competencies for Admission

and Matriculation

93 Admissions Policies and Procedures

94 Registration Policies and Procedures

95 Academic Requirements

98 Tuition and Fees

98 Program of Studies

98 Course Descriptions

101 Honors and Awards

102 Academic Calendar

103 Master of Physical Therapy Degree

Program

103 Accreditation

103 The Practice of Physical Therapy

104 Personal Competencies for Admission

and Matriculation

106 Admissions Policies and Procedures

107 Tuition and Fees

108 Academic Requirements

115 Curriculum Organization

117 Course Descriptions and Credit Hours

122 Honors and Awards

124 Academic Calendar

125 Master of Science in Physician

Assistant Studies

125 Accreditation

125 Vision Statement

125 Mission Statement

125 The Physician Assistant Role

126 Program Goals

128 Personal Competencies for Admission

and Matriculation

129 Admissions Policies and Procedures

131 Tuition and Fees

131 Academic Requirements

144 Curriculum Organization

145 Course Descriptions

149 Honors and Awards

150 Academic Calendar

150 The Physician Assistant Oath

152 College of Graduate Nursing

Master of Science in Nursing/Family

Nurse Practitioner Program

Post-Masters Family Nurse

Practitioner Track

Advanced Practice Nurse to

Family Nurse Practitioner

Track

Master of Science in Nursing

Track

152 Accreditation

152 Mission

152 Philosophy

153 Outcome Competencies for Graduates

154 Curriculum

155 Admission Policies

157 MSN-Harbor Track

157 Registration

157 Tuition and Fees

158 Academic Policies and Procedures

165 Course Descriptions

170 Curriculum (MSN/FNP)

171 Curriculum (FNP-only Track)

171 Curriculum (MSN-only Track)

172 Curriculum (APN to FNP Track)

172 Curriculum (MSN-Harbor/UCLA

Track)

173 Honors and Awards

174 Academic Calendar

175 Board of Trustees, Administration and

Faculty

175 Board of Trustees

175 University and Academic

Administration

178 Faculty

185 Clinical and Adjunct Faculty

215 University Map

WESTERN UNIVERSITY

OF HEALTH SCIENCES

GENERAL INFORMATION

Western University of Health Sciences (Western University) is a non-profit, independent, academic

health center, founded as the College of Osteopathic Medicine of the Pacific (COMP) in 1977. The

founding mission of the institution was to educate primary care osteopathic physicians for the western

United States. Over the past two decades, Western University has preserved and enhanced its mission,

expanding it to include educational programs in the allied health professions, pharmacy, graduate nursing

and veterinary medicine.

INSTITUTIONAL MISSION

Western University is a graduate university of medical sciences that educates health professionals to

practice and teach with excellence and compassion. Within a learner-centered environment, the University

encourages lifelong learning, supports faculty and student scholarly activities, provides patient care in

support of clinical training, and enhances the quality of life in the region through community service.

VALUES

The people of Western University are dedicated to caring as they pursue their educational, scholarly,

patient care, and public service activities. The University encourages the diversity and interdisciplinarity of

its programs, students, faculty, staff, and administrators. The ideals of continuous quality improvement,

lifelong learning, long-term planning, fiscal strength, adaptability, and agility in the rapidly changing worlds

of health care and education are realized through innovation, teamwork, and collaboration within the

University as well as with its network of academic health centers and community partners.

VISION

To be the graduate university of medical sciences of choice in the western United States.

GOALS

To provide top quality, learner-centered educational programs in selected graduate medical sciences to

educate a health workforce that meets the needs of the State of California and the western United States.

To link educational, research and service activities and programs in a learner-centered environment

through partnerships with academic health centers and other health and education related organizations to

improve the quality of life of the surrounding communities.

To ensure top quality postgraduate education and training opportunities for graduates of its programs.

To be renowned for using the Internet to promote "e-ffectiveness," "e-fficiency," and "e-learning."

To ensure organizational effectiveness and development.

HISTORY

The founding institution, the College of Osteopathic Medicine of the Pacific (COMP), was established

in 1977 as a direct and important response to a critical shortage of primary care physicians in the western

United States. Philip Pumerantz, PhD, accepted the invitation of the college's board of directors to become

the founding president in September of 1977. In January 1978, COMP received pre-accreditation status

from the American Osteopathic Association. Provisional accreditation status was achieved in July of 1978

and full accreditation in February 1982.

COMP admitted its charter class of 36 students in 1978, and classes began on October 2. This occasion

marked the successful culmination of efforts begun in 1974 by the State Society of Osteopathic Physicians

and Surgeons of California "to seek the establishment of a college of osteopathic medicine in the State of

California." The charter class was graduated on June 13, 1982.

In response to a nationwide demand for qualified clinical educators, COMP initiated a Master of Science

in Health Professions Education degree program (known on campus as MSHPE) in September 1986. This

program was housed within a newly created Graduate Division, and its charter class graduated in June 1987.

The program has grown in subsequent years with an enrollment reflecting a wide spectrum of health

professionals.

As a new decade began, COMP accepted its first class of physician assistant (PA) students who

matriculated on February 2, 1990. With the addition of this program, the Graduate Division became the

Division of Allied Health Professions, and subsequently, the School of Allied Health Professions. The start

of the PA program signaled a new era in which COMP expanded its mission of educating family-oriented

health care professionals for the western United States.

In response to a growing need for physical therapists in this country, a master's degree program in

physical therapy (the MPT degree) was launched on January 6, 1992. Within the School of Allied Health

Professions, COMP enrolled 49 students in the charter class and hired five faculty members for the

program. The two-year, four-month MPT program educates physical therapists to function as generalists in

the field who are also concerned about wellness, health promotion and a humanistic approach to the care of

the whole patient.

In 1991 the institution achieved the status of an academic health center (ACH) due to its multi-faceted

programs in medical and allied health education. The academic health center formed a partnership with San

Bernardino County Medical Center, which moved to a state-of-the-art facility in Colton, California, and

changed its name to the Arrowhead Regional Medical Center (ARMC) in the spring of 1999. The

partnership, known as the Academic Center for Excellence in the Health Sciences (ACEHS), provides the

University with a primary teaching hospital. ARMC sponsors the largest family practice residency training

program in California and the second largest in the nation.

In August of 1996, in order to better reflect its stature, COMP was restructured into a university with a

new name: Western University of Health Sciences. The College of Pharmacy also welcomed its charter

class into the Doctor of Pharmacy (PharmD) program at that time. This program was the fourth college of

pharmacy to be established in the State of California and prepares students in a humanistic, interdisciplinary

tradition to become competent, qualified professionals. Graduates of Western University's College of

Pharmacy complement other health care team members by offering their expertise in comprehensive drug

therapy management.

In March of 1998 Western University created a College of Graduate Nursing in order to satisfy an

increasing demand for advanced practice nurses. The College offers a Master of Science in Nursing (MSN)

degree, a Family Nurse Practitioner (FNP) certificate program, and a joint MSN/FNP program for advanced

practice nurses in a distance-learning format. The arrival of the World Wide Web as an electronic

information management tool provides the university a unique opportunity to offer students individualized

learning experiences that would be impossible through other media. Online discussion forums and e-mail

also provide important lines of communication and support among distance learners, faculty, and other

program personnel.

Western University founded the College of Veterinary Medicine-its fifth college-in August 1998. Shirley

D. Johnston, DVM, PhD, was hired as the founding dean the following month. She is the first female dean

of a veterinary college in the United States. Western University is committed to providing an AVMA-

accredited educational program that will serve as a new paradigm in veterinary education. Western

University's College of Veterinary Medicine's goal is to enroll its charter class of students in the fall of

2003.

The University also founded the Center for Disability Issues and the Health Professions in August 1998.

Headed by Brenda Premo, MBA, the former director of the Department of Rehabilitation for the State of

California under Governor Pete Wilson, the Center works to improve the capabilities of primary health care

providers to meet the growing needs of people with disabilities.

In August 1999, the University changed its Primary Care Physician Assistant certificate program to the

master's degree level, effective with the class entering in August 2000. Students who complete the two-year

program will be awarded the Master of Science (MS) degree in Physician Assistant Studies. Current with

this program change, the faculty developed an on-line Master of Science in Health Sciences degree

program, designed for licensed physician assistants who possess a bachelor’s degree and seek advanced

education at the graduate level.

In this, the 2002-2003 academic year, Western University will be celebrating its 25

anniversary.

Having reached this milestone in its development, the University maintains its commitment to providing

responsive and responsible health professions educational programs. To take advantages of organizational

efficiency, the University’s Department of Health Professions Education in the College of Allied Health

Professionals has merged the MS in Health Professions Education into the MS in Health Sciences. The

Department was renamed the Department of Health Sciences in 2001, consistent with this curricular format.

Other MS programs are in various stages of development and review as potential educational offerings in

future years. In addition, the Department of Physical Therapy is in the final stages of review and approval

of its proposed Doctor of Physical Therapy degree program.

KEY FACTS ABOUT WESTERN UNIVERSITY

• Students in all educational programs consistently score at the top on national boards and state

licensure examinations.

• Graduates of COMP are sought by top residency programs nationally and many serve as chief

residents in their chosen specialties.

• Total number of alumni (1982 - 2001) is 3,545

• Enrollment 2001-2002 (as of April 15, 2002) was 1,425

• College of Osteopathic Medicine of the Pacific: 684

• College of Allied Health Professions: 312

- Physical Therapy: 97

- Health Professions Education: 17

- Physician Assistant: 195

- Health Sciences – LPAT: 3

• College of Pharmacy: 392

• Master of Science in Nursing/Family Nurse Practitioner: 38

DIVERSITY STATEMENT

The students, faculty, administration and staff of Western University of Health Sciences place great

value on diversity. For us, it is a philosophy of inclusion, where pluralism and academic freedom are at its

foundation. Western University is committed to an open environment that promotes, accepts and celebrates

different points of view.

Western University is comprised of a community of individuals in which diversity is recognized as being

the core of our intellectual, social, cultural, physical, emotional and moral lives. We are enriched by our

encounters with one another and we strive to learn from each other in an atmosphere of positive engagement

and mutual respect. Our understanding and acceptance of one another in the campus environment

contributes to our ability to care for our patients who live in a diverse society.

The University, in accordance with various laws and beliefs, does not discriminate on the basis of race,

color, ethnicity, national origin, religion, politics, disability, gender or sexual orientation in any of its

policies, procedures or practices. Sexual harassment is unacceptable.

We acknowledge our guaranteed rights of free expression under the First Amendment to the Constitution

of the United States. However, we also hold unique responsibilities as individuals, answerable for our own

behavior and fully accountable for our actions. Seeking balance between rights and responsibilities makes

us keenly aware of the dangers of defamatory, libelous or obscene behavior, the value of community and the

importance of respecting our differences and commonalties.

As individuals committed to health professions education in the osteopathic tradition, we embrace the

important principle of caring for the whole person-in body, mind and spirit.

FREQUENTLY CALLED NUMBERS

President (909) 469-5200

Academic Affairs (909) 469-5578

Finance and Administration (909) 469-5693

Admissions (DO) (909) 469-5335

Admissions (All Other Programs) (909) 469-5542

Student Affairs (909) 469-5340

Office of Student Services (909) 469-5616

Western University Medical Center (909) 865-2565

Department of Physical Therapy Education (909) 469-5300

Department of Physician Assistant Education (909) 469-5378

Department of Health Professions Education (909) 469-5397

College of Osteopathic Medicine of the Pacific (909) 469-5505

Director of Student Services (909) 469-5414

Clinical Rotations (909) 469-5260

Assistant Dean of Educational Affairs (909) 469-5257

College of Allied Health Professions (909) 469-5390

College of Graduate Nursing (909) 469-5523

College of Pharmacy (909) 469-5500

Financial Aid (909) 469-5353

Learning Enhancement and Academic Development (909) 469-5408

Bursar (909) 469-5403

Technical Support Services (909) 469-5432

Multimedia Services (909) 469-5432

Registrar (909) 469-5342

Bookstore (909) 469-5416

Center for Disability Issues & the Health Professions (909) 469-5380

Security (909) 469-5475

Library (909) 469-5323

College of Veterinary Medicine (909) 469-5627

STUDENT LIFE: CAMPUS FACILITIES

AND SERVICES

Western University of Health Sciences

309 E. Second Street

Pomona, CA 91766-1854

(909) 623-6116

The main campus of Western University is in Pomona (see map, inside back cover), a city of

approximately 150,000 residents, located about 35 miles east of Los Angeles near the foothills of the San

Gabriel Mountains. It is an area with a high concentration of private and state colleges and universities.

Mountain resorts are nearby, and Pacific Ocean beaches, Palm Springs, Hollywood, Pasadena, Los Angeles,

arboretums, theme parks, museums, art galleries, libraries, theaters, and concert halls are all within about an

hour's drive.

Alumni Center Building Hours: 7:00 am to 5:00 pm weekdays

Closed Weekends and Holidays

The Alumni Center is a 32,000 square-foot facility, located at the corner of Gibbs and Second Streets.

The main level of the Alumni Center includes the office of Alumni and Constituent Relations and three

lecture halls: Cooper Hall, Swift Hall and Trendle Hall. The lower level of the Alumni Center

accommodates the microbiology (The Rene‚ and Namey laboratories, the Oswald Suter Microbiology Prep

Room) laboratories, a multipurpose teaching lab, The Roy and Marion Kramer Research Laboratory, other

research labs and student lockers.

Booth University Bookstore Building Hours: 7:30 am to 5:00 pm weekdays

Closed Weekends and Holidays (except on special occasions)

The Booth University Bookstore is a convenient source for required textbooks, supplies, and insignia

gift items. Personal checks, Visa®, MasterCard, and DiscoverCard® are accepted. Telephone and mail

orders are accepted with shipment made via UPS. The bookstore is open from 7:30 am until 5:30 pm

Monday through Friday. Located in the rear of the bookstore is a popular gathering place, the Hop Shoppe.

Business Center Building Hours: 7:00 am to 5:00 pm weekdays

Closed Weekends and Holidays

The Business Center houses the departments of Business Services (Bursar's Office, Accounting and the

Treasurer's Office), Office of University Building and Security, and Human Resources.

Health Professions Center (HPC) Building Hours: 6:30 am to midnight weekdays

6:30 am to midnight weekends

8:00 am to 5:00 pm holidays, except

closed on Thanksgiving weekend and during Winter

Break

The Health Professions Center includes facilities for the College of Pharmacy, the College of Graduate

Nursing, and the College of Osteopathic Medicine of the Pacific (COMP) as well as other university

services.

The first floor includes a 54-seat auditorium; a 200 seat lecture hall; three "in-the-round" high-tech

classrooms; break-out rooms for small group learning activities; Feldsher Hall; a large student lounge with

two kitchens, 80-inch screen television, pool table, ping pong table, and vending machines; administrative

and faculty offices for the College of Pharmacy; and a pharmacy/medical office museum. The offices of the

Center for Academic and Professional Education and the office of Learning Enhancement and Development

are also located on the first floor of the Health Professions Center.

The second floor of the HPC has a 200-seat lecture hall, administrative and faculty offices for the

College of Osteopathic Medicine of the Pacific and the College of Graduate Nursing, clinical skills

laboratories, research laboratories, conference rooms, and offices for the Multimedia Department and the

Department of Strategic Planning and Institutional Effectiveness.

Health Sciences Center (HSC) Building Hours: 7:00 am to 11:00 pm weekdays;

7:00 am to 10:00 pm weekends;

8:00 am to 5:00 pm holidays, except

closed on Thanksgiving weekend and during Winter

Break

The 72,000 square-foot Health Sciences Center features a unique central staircase. The first floor

consists of two large amphitheater-style lecture halls; Tribute Walk, a donor recognition area; and

Compatriot's Hall, an elegant meeting room with kitchen facilities. The first floor also houses the offices of

the Provost, and the administrative and faculty offices of the College of Allied Health Professions, including

the departments of Physician Assistant Education and the Master of Science in Health Professions

Education.

The second floor of the Health Sciences Center consists of an anatomy laboratory, the administrative

and faculty offices of the Physical Therapy Education Department; physical therapy clinical skills

laboratories; physical therapy faculty research laboratories, the osteopathic manipulative medicine teaching

laboratory; offices for the Center for Disability Issues and the Health Professions; and offices for the

department of Risk Management and temporary offices for the faculty and administration of the College of

Veterinary Medicine.

Health Sciences Library and Learning Resources Center

Building Hours: 7:00 am to 11:00 pm Monday through Thursday

7:00 am to 6:00 pm Fridays

11:00 am to 7:00 pm weekends

Closed on Holidays

The recently opened Health Sciences Library and Learning Resources Center houses the University’s

book, journal and media collections. It also provides office space for the library staff, the staff of the

Department of Instructional and Informational Technology, and the Learning Enhancement and Academic

Development office. The ground floor is reserved for library circulation services, the Edward Tessier

Learning Center, historical museum, and study space where students may use laptops and connect to the

University’s network. Books and serial collections are housed on the second and third floors, respectively,

and offices for library and instructional and information technology staff are found on the fourth floor. The

basement serves as the University’s Network Operations Center and provides office and work space for the

Technical Support Staff.

The mission of the Health Sciences Library is to educate by providing library materials and information

services to students, faculty and staff of the University. To further student adaptability and life-long

learning, it has become the goals of the staff of the Health Sciences Library to:

• monitor and evaluate the growing electronic sources on the Internet;

• add links to these sources to our internal computer collection; and

• educate our students, faculty, administration, staff and alumni so that they are able to use these

resources at home, in the office, and at public and hospital libraries.

Student Services Center/South Campus Building Building Hours: 7:00 am to 5:00 pm weekdays

Closed weekends and holidays

The offices of Student Affairs/Registrar and University Admissions are located on the first floor of the

Student Services Center. The second floor houses the office of Financial Aid.

University Administration Center Building Hours: 7:00 am to 5:00 pm weekdays

Closed weekends and holidays

The University Administration Center houses the University's executive offices. The first floor contains

the offices for the Executive Vice President for Administration and Finance, Vice President of Policy and

Research, Vice President of University Advancement, and the offices of Major Gifts, Special Events,

Communications, Publications, and Foundation, Corporate and Government Relations. The office of the

University Counsel is located in the basement.

The Office of the President and the Office of the Executive Vice President of Academic Affairs are

located on the second floor. The Saul Bernat Board Room and the VIP Lounge with a kitchen provide space

for meetings and special events.

Western University Campus Gourmet

The Western University Campus Gourmet is a food court providing a Subway sandwich shop, a TCBY

yogurt store, and Mamma Ilardo's pizza. The 1950s diner-themed eating establishment is designed to serve

the Western University community, shoppers at Antique Row, neighboring business populations, and the

general public. A lounge for Western University students occupies the back part of the Campus Gourmet

building (Open 7:00 am to 3:30 pm weekdays). Hours of the food court are: 7:30 am to 6 pm Monday

through Friday and Saturdays and Sundays from 10 am until 4 pm.

Western University Medical Center Building Hours: 8:00 to 5:00 pm weekdays

Closed weekends and holidays

Western University Health Care Facilities and Medical Centers comprise a health care delivery network

of the institution, which operates two medical centers. These medical centers have been established to meet

the needs of the communities in which they are located and also to serve as training facilities for Western

University students.

Western University Medical Center

360 E. Mission Boulevard

Pomona, CA 91766-1889

(909) 865-2565

Opened in 1984, Western University Medical Center is an ambulatory, primary care medical center that

addresses the health care needs of Pomona's less advantaged communities, as well as those from

participating managed care organizations, and provides clinical learning opportunities for Western

University students. Osteopathic family physicians and physician assistants, who are also Western

University faculty, and support personnel staff the medical center. In addition to health care services, the

Center provides health screenings for youth athletic programs. The Center is also a member of the Pomona

Clinic Coalition, made up of the County of Los Angeles Department of Health and a group of area health

providers, which provides preventive and primary care health services to people who do not have medical

insurance or can not afford medical care.

The physicians and physician assistants who work at Western University Medical Center have faculty

appointments at Western University of Health Sciences and are involved in both the didactic and clinical

teaching aspects of the curriculum.

PERSONAL SAFETY

The University strongly suggests the following precautions for its students, faculty and staff:

• Since some streets through the campus are open to vehicular traffic, please use extreme caution when

crossing between buildings and do not congregate on the street.

• Please make sure your car is locked at all times in the parking lot.

• You should be advised that the doors to some buildings are locked at 5:00 p.m. It would be to your

advantage to walk to the parking lot with a friend or close associate if you are leaving after business

hours. If you find it necessary to work or study late, you should advise security personnel on campus

before leaving the building so that someone can watch you walk to your car.

• During the daytime hours, security guards are assigned to patrol the parking lots directly north, and

northeast behind the North Campus buildings along First Street, and they patrol the lots behind the

South Campus building, Health Sciences Center and Health Professions Center. It is strongly

suggested that you do not leave your car overnight in any of the parking lots or streets surrounding the

campus, as a security guard is not on duty after 11:00 p.m. Mondays - Thursdays, after 7:00 p.m. on

Fridays, and after 10:00 p.m. on Saturdays and Sundays.

• Do not admit an unknown person into the building. If someone says they need help, offer to call the

proper person (police, paramedics, etc.).

In case of emergency, if someone from the University needs to be informed or contacted, please call:

Campus Security (909) 623-6116, ext. 3000

STUDENT SERVICES

Recreational Facilities

Western University provides YMCA or designated fitness club individual memberships for students at

no cost. If interested, students may sign up at registration. The YMCA is within walking distance of the

Pomona campus and offers coeducational facilities for swimming, racquetball, basketball, exercise

programs, etc. The fitness club provides non-prime time racquetball courts, Nautilus exercise equipment,

aerobics, Jacuzzi, steam rooms, etc. Family memberships may be purchased at reduced rates throughout the

year.

On the Pomona campus, the HPC Student Commons provides billiards, television, ping pong, and the

parks offer picnic tables, basketball and volleyball. There are also numerous tennis courts, golf courses, ski

slopes, and hiking trails in the immediate area.

Upon request, discount cards for all major southern California amusement parks are available in the

Student Affairs Office.

Community Activities

The Western University "This Week," which is updated every week, lists Western University seminars

and events that are open to students, faculty, staff and families.

Area colleges publish monthly calendars of social, cultural and educational events that are posted on the

student bulletin board behind the lecture halls. Events are usually open to the public.

Student Government

Over 37 organizations have been established within the student body. The umbrella for all of the other

organizations is the Student Government Association, which is charged with official representation of the

student body.

Student Government Association - Students are encouraged, individually and collectively, to express

their views on issues and administrative policy on campus. Through the elected representatives of the

student body and membership on various University committees, students have the opportunity to

participate in the administrative activities of the University. This body represents the students in all matters

of concern with regard to faculty and administration.

The objective of the Student Government Association is:

a. To act as elected representatives of the student body in all matters with regard to the

faculty, administration, fellow professionals and the public-at-large.

b. To ascertain and express student opinion in matters pertaining to the University.

c. To formulate and execute policy on matters relative to the student body.

d. To budget and disburse funds for student activities or other related functions.

e. To organize and implement various educational, social and community service projects.

Students are invited to select representatives on the following University committees:

Commencement Committee - The purpose of this committee is to plan and, in some areas, implement

the University's graduation ceremony and related events. The committee submits to the President the results

of its deliberations for this consideration and approval. The committee and its chair are appointed by the

President. The Student Government Association President and the President (or an appointee) of the MSIV

class are also voting members.

Financial Aid Committee - Student Body Treasurer, PAI Class Treasurer, MSII Class Treasurer,

PharmDII Class Treasurer and MPTI Class Treasurer, will be voting members. The student members may

be excluded from certain meetings if the discussion includes confidential material from other students' files.

The Humanism in Health Sciences Committee - To create a climate for defining, teaching, and

implementing humanism and diversity through various ongoing programs. These programs are grounded in

a philosophy that fosters valuing the diversity and humanness of persons on our campuses and in our

communities. The committee will support and encourage scholarly activities that promote humanism and

diversity.

Library Committee - One representative from each class on campus will be a voting member. The

duty of the Committee is to advise the Librarian in matters of concern to the faculty and students relevant to

the Library.

University Student Conduct Committee - The function of the Student Conduct Committee is to

investigate alleged violations brought to its attention by the Academic Deans. The Committee may

recommend a course of action if a violation has been identified.

STUDENT ORGANIZATIONS

The following organizations are currently approved and active on campus:

American College of Osteopathic Family Physicians (ACOFP) - Promotes the training of osteopathic

family physicians and provides a better understanding of the scope of services rendered by the osteopathic

family physician. Advisor Emeritus: Dr. Burton Routman.

American Geriatric Society – Educates students in geriatric medicine, enhances the visibility of

Western University’s Geriatrics Program, and provides a forum in which students and clinicians can interact

and serve as a link between students and outside organizations. Advisors: Drs. Ehab Tuppo, Karen Shapiro,

and Reza Taheri.

The American Medical Women's Association (AMWA) and the National Osteopathic Women

Physicians' Association (NOWPA) - These are two national and on-campus organizations that exist for the

purpose of supporting women in medicine. Our on-campus chapters are very active in supporting women

medical students by hosting both DO and MD speakers, sending members to National Women's Health Care

Conventions, networking through the annual Mentor Dinner, running the Nursery Nutrition Project,

supporting the Los Angeles Babies with AIDS Walk-a-Thon and developing Board Review Notes. In

addition, both organizations have access to low interest student loans, grants and fellowships. Most

importantly, AMWA and NOWPA exist for the purpose of making friends, lending support and rendering

service within our campus and local community. Advisor: Drs. Lony Castro and Kay Kalousek

American Pharmaceutical Association-Academy of Students (APhA-ASP) - APhA exists to serve its

members, to enhance pharmacists' abilities to provide pharmaceutical care, and to further the public's

recognition of the pharmacists' value as a health resource. As an academy of APhA, ASP promotes the

professional practice interests of pharmacy students, establishes programs/activities for members, and

provides a means for members to participate in APhA's policy-making process. Advisor: Dr. Joanne

Yasuda.

Asian-American Health Profession Student Association (AAMSA) - Enhances the awareness of the

Asian communities to the osteopathic profession and provides services to the University and Asian

communities. Advisor: Dr. Stanley Wong.

Biomedical Research & Literature Club (BIOMED R & L) - Reviews current medical literature and

presents reviews and case studies. Advisor: Dr. James Martin

California Doctors Ought to Care (CAL-DOC) - Through patient education, to get people to stop

smoking, and thereby have them live longer, healthier lives. Advisor: Dr. Richard Sugerman.

California Society of Health-System Pharmacists-Western University (CSHP-Western University)

- The purpose of CSHP-Western University is to provide students an opportunity to become knowledgeable

about pharmacy practices in organized healthcare settings. Advisor: Dr. Kari Franson.

Chicano/Latino Medical Student Association (CMSA) - Serves as part of a statewide communication

and support network for medical and pre-medical students interested in developing health care services for

Hispanic underserved communities. Advisor: Ms. Susan Hanson.

Christian Medical/Dental Society (CMDS) - Encourages and aids Christian students in their spiritual

and professional growth through weekly meetings and other special events. Advisor: Ms. Bonnie MacKay

Digital Medicine Association (DMA) – The purpose of the DMA is to explore the integration of

information technology in health care and to enhance health professions education programs through the

inclusion of informatics. Advisor: Scott Helf, DO

Emergency Medicine Club (EMC) - Promotes the interest and education of students in emergency

medicine and exposes them to a variety of common emergencies. Students will be exposed to practical

procedures they can use in their third and fourth years. Instruction and practice will be provided of

invaluable techniques necessary in the field of emergency medicine. Advisor: Dr. Jonathan Leo; Dr.

Francis Yang

Golf Association

– Unites golfers of any caliber from all disciplines within the university.

Hillel - Provides access on the Western University campus to Jewish culture. Meets to discuss pertinent

aspects of Jewish life through seminars and invited speakers. Also seeks to establish a link between

students and the surrounding Jewish community. Advisor: Dr. Richard Sugerman.

Humor and Medicine (HAM)

– Brings humor into the lives of patients in hospitals and nursing homes.

International Medicine Club - Promotes cross-cultural experience and community involvement to

better appreciate primary care. Students invite physicians to share their experiences in international health.

The club also sponsors medical student foreign exchange through the International Federation Medical

Student Association (IFMSA). Advisor: Dr. Rafi Younoszai.

Islamic Medical Society of Western University - Serves as a religious outlet and meeting place for the

growing number of Muslim students on the Western University campus. Activities include campus

celebrations of two holidays, Eld ul'Fitre, Eld ul'Adha, speakers and a companion program with Pilgrim

Place, a convalescent home in Claremont. Advisors: Drs. Nadir Kahn and Rafi Younoszai.

Latter-Day Saints Student Association (LDSSA) - This organization was founded to establish and

provide a spiritual balance to medical education through discussions and activities geared to that purpose.

Advisor: Dr. Jonathan Leo.

Los Angeles County Medical Association – Medical Student Section, Western University of Health

Sciences Osteopathic Chapter. The Western U chapter of the LACMA – Medical Student Section promotes

osteopathic principles and practice in Los Angeles County via educational presentations to other health

professionals and potential practitioners. The organization serves educate members about issues pertinent

to the field of medicine and provide students with access to legislative policy surrounding organized

medicine. Students serve on policy-making committees and attend seminars, conventions and political

rallies to insure adequate representation of COMP. Advisor: Michael Jeong, DO

Middle Eastern Medical Students Organization (MEMSO) - This organization is to unite students of

Middle Eastern background and promote their cultures on campus. Advisor: Dr. Nadir Khan.

Military Club - The Military Club is open to all students regardless of military affiliation. Those

students on military scholarships will have the opportunity to join student chapters of the Association of

Military Osteopathic Physicians and Surgeons (AMOPS) and the Uniformed Services Academy of Family

Physicians (USAFP). The primary goals of the club are to: provide information concerning rotations,

internships and residencies in military facilities, provide information concerning the practice of osteopathic

medicine and family practice medicine within the armed forces, to provide information concerning life and

opportunities in the military in general. Advisor: Dr. Richard Sugerman.

Montclair Clinic - Students volunteer to provide health services at a "free" clinic in Montclair.

Neocortex Yearbook - A yearbook is published annually for the University. Students write, draw,

design, edit and take photos for the yearbook. Advisor: Toni Lawrence.

Osteopathic Physicians and Surgeons of California - Medical Students Section (OPSC-MSS) -

Provides an avenue for student input to the state medical association and allows early involvement in OPSC.

Helps DO candidates to enhance their career opportunities through collegial relationships with practicing

physicians via participation in CME seminars; clinical preceptorships, and guidance of physician mentors.

Advisor: Dr. Jay Porcelli; Dr. Alan Cundari

Outdoor Adventure Club

– Encourage fellow students to enjoy the outdoors. Provide stress relief via

outdoor activities. Immediate Goal: set-up club hub, find out van rental and group rates at local snow areas

as well as write student- by-laws. Future: establish a solid club that will continue after graduation.

Continue to provide outdoor events each semester and involve the community.

Physical Therapy Awareness Club (PTAC) - Provides opportunities for all students to partake in

various PT related lectures, convocations, debate panels including current issues and legislation and

technique demonstrations. Activities include guest speakers, participation in APTA functions and hands-on

treatment techniques. Advisor: Dr. LeeAnne Carrothers.

Pomona Community Health Action Team (PCHAT) - The purpose of this club is to provide and

serve the medical needs of the Pomona Community. Advisors: Dr. Rafi Younoszai and Dr. Burt Routman.

Santa's Workshop - Western University students provide assistance to disadvantaged families during

the holiday season. Advisor: Ms. Gisele Tackoor.

SANUS: The World's Only Osteopathic Theater Troupe - Promotes health through artistic expression.

Theatrical production company composed of production staff and cast who will select two plays to be

presented annually. Advisors: Drs. Jeffrey Felton and Dennis Kiick.

Sigma Sigma Phi - This fraternity was established to provide service to the University and profession

and is the official osteopathic honorary fraternity. It promotes educational programs for the entire student

body and participation in community projects, health fairs, high school athletic physicals and blood pressure

checks. Advisor: Dr. George Charney.

South Asian Student Association (SASA) - The purpose of this organization is to raise awareness of

South Asian Students in osteopathic medicine and to provide an interdisciplinary forum for South Asian

students to share their cultural identity. Advisor: Dr. Nadir Khan.

Sports Medicine Club - The purpose of this group is to provide seminars, speakers and other

educational avenues for students interested in Sports Medicine. Also, to sponsor school and club health

checks, act as liaison to area athletic events and possibly engage in research. Advisor: Dr. Casey Chaney;

Dr. Alan Cundari.

Student Associate Auxiliary (COMPlements-SAA) - COMPlements is the Student Associate

Auxiliary (SAA) for spouses and partners of students and is chartered by the national Auxiliary to the

American Osteopathic Association (AAOA). It has been organized by the Auxiliary to the Osteopathic

Physicians and Surgeons of California to further the goals of the University and the osteopathic medical

profession, to serve the local community and to promote fellowship and unity within the school. SAA

COMPlements regularly plans social, cultural and charitable activities for the benefit of the students,

spouses, University and community. Advisor: Mrs. Jeanne Charney.

Student National Medical Association (SNMA) - Fosters a commitment for students to excel and

mentor. Our goal is to produce quality health care team members armed with the knowledge, skill and

insight needed to practice medicine within underrepresented communities. Advisor: Dr. Beverly Guidry.

Student Osteopathic Internal Medicine Association (SOIMA) - the purpose of this organization is to

represent aspiring internists through an early exposure to the field of internal medicine. Advisor: Dr. Kevin

Jenkins.

Student Osteopathic Medical Association (SOMA) - Provides community service to increase

awareness of osteopathic medicine. Sponsors lecturers, blood pressure clinics, etc. Advisor: Dr. Donald

Krpan.

Student Osteopathic Surgical Association (SOSA) - Provides opportunities for all students to learn

about surgery as a career and helps students develop basic skills for their clinical rotations. Activities

include operating room shifts for all interested students and procedure workshops including suturing,

casting, central lines, chest tubes and lumbar puncture. Advisor: Dr. Jonathan Leo.

Undergraduate American Academy of Osteopathy (UAAO) - Promotes the instruction and

understanding of unique osteopathic principles and technique. Guest lecturers are invited to the campus to

speak to members on manipulative therapy and osteopathic philosophy. Advisor: Dr. David Redding

Women's Health Interest Group - To further the interest of students considering a career in Obstetrics

and Gynecology, Family Medicine, or other Primary Care women's health. Advisor: Dr. Kay Kalousek.

Western University of Health Sciences/Physician Assistant Student Society (WUHS/PASS) - To

promote the Physician Assistant profession and represent the University at the national level. Advisor: Mr.

Roy Guizado.

STUDENT EMPLOYMENT

Because of the nature of the academic program of the University, students are urged to use great caution

in seeking employment during the academic year.

The University does have a work-study program for students who qualify. For more information,

contact the Financial Aid Office.

HEALTH SCIENCES LIBRARY AND LEARNING RESOURCES CENTER

Location: Corner of Third and Gibbs Streets – entrance is on Gibbs Street

Hours: Monday – Thursday 7:00 am to 11:00 pm

Friday 7:00 am to 6:00 pm

Saturday, Sunday 11:00 am to 7:00 pm

Study Rooms – The library has seven study rooms that may be used for study groups on a first-come,

first-served basis. Laptops may be used on the first floor or on the second and third floors in the study

rooms only.

Audio-Visual Lab – The lab may be used by WesternU students, faculty and staff only. Videos and

slides are available for use with televisions, VCRs, and slide projectors. There are also six computers that

may be used with several CD-ROMs that are available in the Lab.

Computer Lab – This lab may be used by Western University students, faculty and staff. There are

twelve computers that may be used to search the Library’s WebCat (online public catalog), or do research

on the Internet. Workshops will be held in this lab periodically.

Interlibrary Loan – Material not owned by the University Library may be requested via interlibrary loan

by Western University faculty, staff and students. There is a charge for this service.

Borrowing Privileges and Policies – Western University faculty, staff and students are eligible to borrow

library materials. Other interested users may be eligible and should inquire at the Circulation Desk.

• Books: On campus students may check out items for seven days and renew them twice if there is

not a hold at that time. Students on rotation and distance education students may check out items

for one month with no renewal. Fines are charged for overdue books. Renewals may be made by

phone. A “hold” may be placed on books that are charged out. You must have your student

ID/employee ID with you in order to borrow books.

• Journals: Bound or unbound journals (periodicals, newsletters, etc.) do not circulate.

Note: More detailed information regarding library policies and procedures may be found on the Library’s

Web site, or in the Library Handbook at the circulation desk.

CENTER FOR DISABILITY ISSUES AND THE HEALTH PROFESSIONS

(SECOND FLOOR, HEALTH SCIENCES CENTER)

The Center for Disability Issues and the Health Professions assists students with disabilities from the

time of admission to graduation. The Center is located on campus at 309 E. Second Street/College Plaza,

(909) 469-5385 voice, (909) 469-5520 TDD or email bpremo@westernu.edu.

CDIHP Services

Each student at Western University is unique. Only upon consultation with the student, dean and faculty

member can specific plans for accommodations be made. To assist with a documented disability, staff from

CDIHP may communicate, when appropriate, with the instructor and may also ask the student to discuss

his/her needs with the instructor. Decisions on appropriate accommodations, auxiliary aids and/or services

are made following an individualized assessment of each request and after discussion of the options

available with one of the CDHIP staff.

The following is a sample list of the types of services and accommodations that might be provided,

based upon CDIHP’s assessment of each student’s specialized needs:

• academic modifications

• disability management advising

• auxiliary aids

• examination accommodations

• mobility assistance

• physical access and architectural modification (i.e., building platforms or adding disabled parking

spots)

• reader services

• study skills advisement

• taping of academic lectures

• transcription services for specific classes

• extended time for examinations

• a private, quiet, well-lit room for examinations

• alternative testing formats

• consultation with staff of CHIHP and professors regarding facilitation of education of students with

disabilities

It is a student’s responsibility to provide timely and sufficient written medical documentation about the

student’s disability or disabilities. Students must check with the Center about documentation requirements.

Students must request services or accommodations directly from the Center, which in consultation with the

student, can recommend the appropriate services or accommodations. There is no charge to students for

services that are specifically needed to support the educational program.

For additional information, contact Ms. Sharon McCrary at (909) 469-5447; TDD (909) 469-5520 or

check the Center’s web page at www.westernu.edu/cdihp

OFFICE OF INTERNATIONAL AND CROSS-CULTURAL PROGRAMS

The Office of International and Cross-cultural Programs (OICP) was established in 1989 to promote

student cross-cultural experiences locally and internationally. The program's goals are to:

• Develop foreign-based clinical training opportunities for interested Western University students to

experience primary health care in foreign countries as part of their professional growth;

• Instill in students the knowledge and skill needed to provide quality health promotion and disease

prevention services in cross-cultural settings;

• Develop student and faculty awareness of the principles and goals of the international primary

health care movement and its adaptation locally to improve the status of primary health care in our

communities, the state, and the country;

• Encourage research in cross-cultural primary health care delivery and education in foreign

countries; and

• Advocate for osteopathic approaches to health care delivery and education in foreign countries.

HUMANISM AND THE HEALTH SCIENCES

(BASEMENT, UNIVERSITY ADMINISTRATION CENTER)

In 1996 the University established the Humanism in the Health Sciences Committee. The committee's

working definition of humanism is: Humanism is a way of caring that is fundamental to positive interaction

and is manifested as a responsiveness to the needs of fellow human beings through respect, compassion,

empathy and understanding.

The mission statement of the Humanism in the Health Sciences Committee states: To create a climate for

defining, teaching, and implementing humanism throughout the University. Programs are grounded in the

philosophy, which fosters valuing the diversity and humanness of persons at our locations and in our

communities. The committee will support and encourage scholarly activities that promote humanism.

Activities of the committee include:

• The annual publication of a scholarly journal, Humanism in the Health Sciences, which features

articles, poetry, commentaries and essays. The journal is student run, edited and produced;

• Curriculum development: Belief System and Patient Care Program funded by the National Institute

of HealthCare Research; and

• Care Teams and Monthly Care Teams News.

STUDENT HOUSING

The University does not provide on-campus or off-campus housing accommodations for its students;

however, there is an off-campus housing referral system to help students locate houses, apartments,

roommates, etc. A local map, the real estate sections of local newspapers, and information on activities in

the surrounding communities are available in the Student Affairs Office and on the WesternU website.

Incoming students may wish to subscribe to the local newspapers: the Claremont Courier, 111 South

College Avenue, Claremont, 91711; and the Inland Valley Daily Bulletin, 2041 E. 4th Street, Ontario,

91761-1020.

All students on clinicals/clerkships are responsible for making their own housing arrangements. Some

hospitals offer housing on a first-come, first-served basis during your assignment at their facility. It is the

student's responsibility to contact the hospital for information regarding availability and cost of housing.

The COMP Office of Clinical Rotations has a housing book available for the perusal of DO students and

will assist as much as possible with guidance regarding housing, but the final responsibility for housing

arrangements will be the student's.

Please note: the University provides a housing referral service as a courtesy only. The University

assumes no responsibility for the accuracy of information provided by property owners or other third

parties, and each student should independently verify the condition of any property, its amenities, security

arrangements, etc. Under no circumstances shall the University have any responsibility or be liable for

damages, losses, injuries or liabilities of any nature relating to any housing provided by third parties.

STUDENT PARKING

Students have the option to purchase an annual parking sticker for $180. The purchase of a yearly

parking sticker can be included as part of a student's Financial Aid package, with the submission of a paid

receipt.

The collection of the funds will be conducted by the Bursar's Office, and students will be permitted to

charge the parking fees on their student accounts.

The University will provide full-time security for this parking lot between the hours of 7:00 a.m. to 6:00

p.m. Monday through Friday. If students are planning to be on campus after 6:00 p.m. during the week,

they should move their cars to the Health Sciences Center parking lots after 6:00 p.m. Students should park

their cars in the Health Sciences Center parking lots on Saturdays, Sundays or holidays.

City Parking Lots - Annual parking permits are also available at a significant discount ($140, or

quarterly at $40) through the City of Pomona for those individuals wishing to pay for their parking in this

manner. Applications are available in the Student Affairs Office, or contact the Pomona City Hall

Treasurer's Office, 505 South Garey Avenue, Pomona, CA 91766, (909) 620-2262. Those who elect to

park in the metered lots without a permit will be required to pay 75 cents per day per vehicle.

Parking along the streets is permitted with certain posted restrictions.

Secured bicycle parking is available on the west side of the Student Services building. Motorcycles

must be parked in the parking lots.

PSYCHOLOGICAL COUNSELING SERVICES:

877- WESTRNU (877-937-8768) OR (949) 650-2217

In an effort to respond to the needs of our students, the University has developed a student assistance

program, which provides confidential psychological counseling services for students and their families.

This service is provided by Mental Health Alternatives and assists students with problems of living

(including personal, marital, family, stress, financial and legal issues) that may impair a student’s ability to

perform adequately in his or her professional training program. The service is accessible 24 hours a day,

365 days per year.

Mental Health Alternatives

Dominic J. Bronell, Ph.D.

W. Doyle Edson, Ph.D.

Locations

4B-4 Village Loop Road 881 Dover Drive #390

Phillips Ranch, CA 91766 Newport Beach, CA 92663

OFFICE OF LEARNING ENHANCEMENT AND ACADEMIC DEVELOPMENT

(Second Floor, Room 235, Health Professions Center)

The Office of Learning Enhancement and Academic Development (LEAD) is a division of Student

Affairs. The LEAD Office’s goal is to help each Western University student successfully complete his or

her course of instruction. The Office assists students in many ways. The Director interviews students in

academic difficulty and evaluates their respective approaches to learning, study and processing information.

The Director devises and implements methods to solve identified barriers to successful learning and aids

individual students during their processes of resolution. The Director plans and implements group

workshops to enhance learning skills each year for students in each Western University program. The

Director also prepares and distributes handouts to students on learning styles, time management, group

study, processing information, memory, test preparation, group study, anxiety and stress management,

listening, note taking, comprehension, and critical reading and thinking. Additional learning enrichment

forums, workshops, and the establishment of on-campus reviews for course exams or licensing/certifying

examinations are developed by this Office in response to the expressed needs and interest of students.

The LEAD Office administers the Tutorial Assistance Program (TAP), working with tutors, tutees, and

the faculty as a team. TAP provides supplemental academic instruction for students in academic difficulty.

Competent and sensitive peer tutors selected by the faculty from each college facilitate course content

instruction. Students are scheduled individually or in small groups to work with a tutor. The LEAD Office

works closely with the tutors and tutees during the tutoring process to ensure that effective tutoring is

maintained.

The LEAD Office assist in the administration of the Summer Anatomy Prematriculation Program

(SAPP). SAPP is a three-week program designed to orient incoming, first-year osteopathic medical students

to the Western University campus and community, and to ease adjustment to the demands of their academic

environment. It serves as a “head-start” for students with little or no background in anatomy. The LEAD

Office endeavors to enhance all students’ sense of belonging by working closely with individual students in

overcoming environmental, social, cultural, or academic barriers that may interfere with their learning.

The LEAD Office serves all Western University students. All academic and personal counseling and

referrals to other campus services are completely confidential. The Director is available for students on a

walk-in basis or appointments can be made by phone or e-mail. The office is located in the Health

Professions Center on the second floor, Room 235. Office hours are 8:30 a.m. to 4:30 p.m., Monday

through Friday. The Director can be reached by phone at (909) 469-5408 or e-mail dhacker@westernu.edu

UNIVERSITY REGISTRAR

(FIRST FLOOR, STUDENT SERVICES CENTER)

Student Files: Access and Privacy

The Family Educational Rights and Privacy Act of 1974, also known as the Buckley Amendment, (a)

establishes a post-secondary student's general right to inspect and review his/her academic records and (b)

generally prohibits outside parties from obtaining the information contained in such records without the

student's written consent. A student may choose to waive access to certain confidential recommendations

placed in the file.

The paragraphs below delineate the procedures under which Western University will meet the law's

requirements. Western University currently maintains the following types of educational records that are

directly related to its students.

Admissions Files

The Director of Admissions is responsible for maintaining files that contain letters of recommendation

for admission to the University, transcripts of work performed at other institutions, required standardized

test scores, plus the applicant's supplementary application. The Director of Admissions, Members of the

Admissions Committee and the President have access to these files for the purpose of carrying out the

admissions function. After an applicant has been admitted and is actually registered, the files are combined

with those of the Registrar.

Registrar's Files

The Registrar is responsible for maintaining files that contain official Western University transcripts and

copies of occasional letters written by faculty and administration, along with students' replies. These letters

generally concern academic progress, examinations, etc. Members of the faculty and administration have

access to the files for use in student advisement. The Registrar also has access to the files to maintain them

and to provide authorized data to authorized persons.

If any material or document in the educational record of the student includes information on other

students, the University will not supply the actual material or document. Instead, only the specific

information contained therein that directly relates to the student seeking access will be provided. In

addition, no student may have access to:

(a) Financial records of parents or any information contained

therein, or

(b) Any confidential recommendations to which the student has

properly waived the right of access.

A student who desires to have any material in the files altered or expunged on the grounds that such

material is inaccurate or misleading, or that is being maintained in violation of his/her right to privacy or

other rights, may obtain a hearing before a special committee. The special committee will be composed of

representatives of students, faculty, and administrators. At the hearing, the student will be afforded a full

and fair opportunity to present evidence relevant to the issues raised. The committee's decision will be made

in writing within a reasonable period of time after the conclusion of the hearing. The committee's

conclusions may then be appealed by means of a complaint filed with the U.S. Department of Education.

Whether or not a student requests a hearing and regardless of the outcome of any such hearing, the student

may in any event insert into his/her files a personal written explanation concerning any material the student

believes is inaccurate, misleading, or otherwise inappropriate.

Reviewing the File

Students and former students may review any of the above files that directly relate to them upon

completion of a form available from the Registrar. On this form the student will specify the records he/she

wishes to examine. The Registrar will then collect the desired material. In no case will access be withheld

more than 45 days after the proper request has been made. If the student wishes, the University will also

supply copies of material in the file at 25 cents per page.

The privacy of student files is and will continue to be scrupulously maintained. Western University will

make public without consent only certain "directory information." This information consists of a student's

name, address, telephone listing, e-mail address, photograph, class schedule, full- or part-time status, major

field of study, dates of attendance, degrees and awards received, and the most recent previous educational

institution or agency attended by the student. A student who prefers that some or all of such "directory

information" not be made public, must notify the Registrar in writing.

Except for directory information and except as to certain parties listed in FERPA, the University will not

release to outsiders any student's file, or information contained in it, unless prior written consent has been

obtained from the student. The outside parties excepted by the Act generally consist of certain federal and

state officials, accrediting organizations, educational agencies who need the information for valid

educational purposes, and financial aid lenders. The University is also authorized to release information

contained in a student's file in any emergency situation involving the need to protect the health or safety of

the student or other persons.

A student (or applicant for admission) is permitted to waive access to confidential recommendations

written on his/her behalf regarding, (1) admission to any educational agency or institution, (2) an

application for employment, or (3) the receipt of an honor or honorary recognition.

A student who consents to release to outside parties any part of his/her file must do so in writing,

personally signed and dated. Such writing must specify the records to be released, the reasons for such

release, and the names of the parties to whom such records will be released. A form is available in the

Registrar's Office for this purpose. A student whose consent is required may also request a personal copy of

the specific records in question. As stated previously, there is a copying fee.

The University will maintain a record identifying all outside parties who have requested or obtained

access to a student's educational records and the specific interest they had in obtaining such access. This

record will be available only to the student and to the University officials previously named who are

responsible for maintaining the various files.

All such records are made available to students with the following limitations:

a. Recommendations submitted to the department by third parties under conditions of confidence,

e.g., letters of recommendation, will be shown only upon receipt of a signed release by the third

party;

b. Student records requiring the interpretation of a professional, i.e., medical, psychiatric,

psychological testing, etc., must be reviewed in consultation with the appropriate professional;

c. Generally, the school must have written permission from the student before releasing any

information from a student's record. However, the law allows schools to disclose records, without

consent, to the following parties:

• School employees who have a need-to-know

• Other schools to which a student is transferring

• Certain government officials in order to carry out lawful

functions

• Appropriate parties in connection with financial aid to a

student

• Organizations doing certain studies for the school

• Accrediting organizations

• Individuals who have obtained court orders or subpoenas

• Persons who need to know in cases of health and safety

emergencies

• State and local authorities to whom disclosure is required by state laws adopted before

November 19, 1974.

Three items of information from student records are considered "public" information:

• the fact of attendance

• the dates of attendance and

• the fact and date of graduation

With the exception of the above, no other student record information is divulged or released to persons

or agencies outside the University without the expressed written request or authorization of the student.

d. Under certain circumstances, the program may request written permission of the student to provide

demographic data such as names, addresses, etc., to persons or agencies outside the University

conducting research or other scholarly activities.

Other Student Files: Records of students and graduates are maintained by the program in accordance

with University rules. The original application and supporting materials are maintained by the Registrar. In

addition, the program maintains an academic profile record for each student, including information related

to academic and clinical performance in all phases of the program. Course grades are recorded on the

appropriate profile sheet as soon as computed. This file is maintained for department and student use. It is

NOT meant to serve as an official record of grades. Final course grades are submitted to the University

Registrar and only then become part of the official record/transcripts.

Transcripts of the work completed are maintained and may be requested from the University Registrar.

TRANSCRIPTS

Enrolled students my view their transcript on-line. No verbal grades or class ranks will be given at any

time. A grade change report will be generated upon request whenever a grade change occurs.

No grade will be changed unless the instructor certifies in writing to the Registrar that an error occurred

in computing or recording the grade or that the student has remediated an Unsatisfactory grade after being

directed to do so by the appropriate Academic Dean as recommended by the committee in each respective

College responsible for student academic progress. All recorded grades remain on the official transcript

unless a clerical error occurs. Remediated grades are recorded next to a grade of "U" or "I". Only the

remediated grade is calculated into the GPA.

To request an official transcript, a form must be completed in the Registrar's Office. There is a $5.00

fee for an official transcript. Official transcripts are mailed directly to the recipient by the University.

Official transcripts bear the signature of the Registrar and the seal of the University. In extreme

emergencies, transcripts may be faxed for a fee of $10.00, provided that a Fax Disclaimer form is

completed and the fee is paid. Transcripts will not be provided to students who are delinquent in their

financial obligations to the University, including the Library, or to any of its affiliated hospitals or clinics.

Transcript requests will be processed within two weeks. If the University has knowledge that a student or

graduate is in default on any federal, state, outside agency, institutional loan or service obligation, the

University will withhold all official transcripts, State or National Board Scores, and letters of

recommendation for internships, residencies, employment, staff privileges, specialty certification, and

licensing. Remember to allow two weeks for processing of transcript requests. Rush transcripts are

available for a $20 fee each. Transcripts ordered by 5 p.m. will be available for pickup after 9 a.m. the

following working day.

To maintain the integrity of academic transcripts, educational institutions certify only academic work

completed at that institution. This is the expectation of Western University when it issues its own official

transcripts, and this is what Western University respects when official transcripts are entrusted to it during

the application process. Therefore, the university will not produce or certify copies of official transcripts

from other institutions.

DIPLOMAS

Diplomas will be issued approximately six to eight weeks after the Registrar receives all final grades

verifying that a student has completed all academic requirements for a specific program.

CLASS RANK

Student's class ranking, with the exception of MSHPE, FNP/MSN and PharmD, may be obtained from

the Registrar's Office in writing, with appropriate identification. The class ranking is based on letter grades

and/or percentages.

STUDENT LOAN DEFERMENT PROCESSING

Western University of Health Sciences participates in the National Student Clearinghouse, located in

Herndon, Virginia. Three times a semester, the University submits a report of students' enrollment status to

the Clearinghouse, which in turn supplies verification of enrollment to lending agencies.

A number of lenders and loan servicing organizations that are members of the Clearinghouse participate

in a Paperless Deferment Process. With this process, no paper forms need to be completed by either

students or schools - the student simply calls his or her servicer to request a deferment. The servicer then

posts a deferment to the student's account after the student's verbal order is matched against the

Clearinghouse electronic data verifying in-school status.

If a lender needs a deferment form processed, bring it to the Registrar’s Office. The Registrar’s Office

will then forward all deferment forms to the Clearinghouse, which will verify the student’s enrollment to the

lender. Western University of Health Sciences does not supply this information directly to lending agencies

that participate in the National Student Clearinghouse.

If a student has registered late, this information may not be reported until the submission of the next

tape. The Clearinghouse requests the student take the following steps if a collection letter has been received:

1. Call the lending agency to see if a deferment form was received between the time the

Clearinghouse supplied the information and the lending agency sent the collection letter.

2. If, after calling the servicer, it still appears that the deferment has not been processed, the

student may call the Clearinghouse at (703) 742-7791 and ask for a Student Service

Representative. The representative will verify the date on which the deferment form was received

by the Clearinghouse, the date the deferment was certified and mailed, the enrollment status that

was certified, and where the forms were sent.

3. If an emergency exists -- for example, the student is 150 days delinquent and being threatened

with default -- the Clearinghouse will intervene on the student's behalf by faxing another

enrollment certification to the servicer. Further, it will work with the servicer to ensure that the

form is processed on a high-priority basis.

The Registrar’s Office will continue to process deferment requests to lending agencies that do not

participate in the Clearinghouse, however.

UNIVERSITY POLICIES AND PROCEDURES

NON-DISCRIMINATION

The Western University of Health Sciences, in compliance with Titles VI and VII of the Civil Rights Act

of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of

1973, and Sections 102 and 302 of the Americans With Disabilities Act of 1990, does not discriminate on

the basis of race, color, national origin, religion, handicap or sexual orientation in any of its policies,

procedures, or practices. In accordance with sex discrimination laws, the University will not tolerate acts of

sexual harassment. In compliance with the Age Discrimination in Employment Act of 1967, Section 402 of

the Vietnam Era Veterans Readjustment Act of 1974, and Section 12940 of the State of California

Government Code, the University does not discriminate against any employees or applicants for

employment on the basis of age, ethnic origin, marital status, sexual orientation, or because of their status as

disabled veterans or veterans of the Vietnam Era, or because of medical condition (as defined in Section

12926 of the California Government Code); nor does the University discriminate on the basis of citizenship,

within the limits imposed by law. This non-discrimination policy covers admission, access, and service in

the University programs and activities, and application for and treatment in University employment.

Discrimination Complaint Procedure

Any student believing that he/she has been discriminated against in violation of the above policy of non-

discrimination may file a complaint with the Dean of Student Affairs or her designee. Complaint forms may

be obtained from the Dean of Student Affairs office. Retaliation against a person who reports, complains

about, or participates in the investigation of alleged discrimination is prohibited. A student who believes

that he/she is the victim of sexual harassment should follow the procedures specified in Western

University's Sexual Harassment Policy (See below).

All complaints of discrimination shall be investigated promptly and resolved equitably. The Dean of

Student Affairs will refer the matter to the appropriate Academic Dean, the Executive Vice President for

Academic Affairs/CAO, or to the Executive Vice President of Finance and Administration, (the

"responsible official"), depending upon the nature of the discrimination that is believed to have occurred.

The responsible official will investigate the complaint, and make a decision with regard thereto. The

responsible official may appoint an ad hoc committee to conduct a hearing, and to make recommendations

concerning any corrective action to be taken. The responsible official, taking into consideration the

recommendations of the ad hoc committee (if applicable), will decide, in writing, what action is appropriate

under the circumstances.

If a student is dissatisfied with the decision of the responsible official, he/she may appeal the decision to

the President. The appeal shall be made, in writing, within seven working days of the written decision of

the responsible official, and shall state any reasons why the person filing the appeal believes that the

decision of the responsible official is incorrect. The President may affirm or reverse the decision, modify

the action to be taken, or remand the matter for further proceedings. For purposes of action to be taken by

Western University, the decision of the President shall be final. Any person who believes that he/she has

been the victim of discrimination is, however, entitled to file a complaint with an applicable state or federal

agency at any time during Western University's proceedings.

UNIVERSITY FACILITIES, RESOURCES, AND SERVICES FOR

STUDENTS WITH DISABILITIES

General Policy:

The University endeavors to provide a welcoming and supportive community environment for students

with disabilities.

Western University is committed to the fundamental principles of non-discrimination and

accommodation in all of its academic programs as set forth in the Rehabilitation Act of 1973 and the

Americans with Disabilities Act of 1990. These laws establish that students with disabilities may not, on

the basis of their disabilities, be excluded from participation in, be denied the benefits of, or otherwise be

subjected to discrimination under any program or activity at Western University.

In that spirit, the University acknowledges its obligations to make reasonable adjustments and

accommodations to provide students with disabilities access to its programs in the most integrated setting

possible.

1. Programs and Facilities:

a. While the University cannot provide a totally barrier-free environment, it does provide students

with disabilities access to its programs and activities. Thus, while not every academic and nonacademic

building is fully accessible, sufficient access exists to allow students with disabilities the equal

opportunity to participate in the academic and social life of the University.

b. Although the University endeavors to make its programs accessible to individuals with

disabilities, it recognizes that some disabilities may preclude an individual from successfully completing

a given academic program. To provide guidance to individuals with disabilities, the University provides

a description of what it considers to be the Minimum Technical Standards for Admission and

Matriculation to each of its programs. Because it is not possible to address every possible circumstance,

these Minimum Technical Standards should be considered as guidelines. Any student with a disability

who believes that he or she is unable to meet the Minimum Technical Standards, but believes that a

reasonable accommodation will permit that student to complete the program successfully, should contact

the Learning Enhancement and Academic Development Office (LEAD) as soon after admission as

possible. The University will determine whether it is appropriate to modify its Minimum Technical

Standards.

c. As soon after admission to the University as possible, students with disabilities should contact

the Learning Enhancement and Academic Development Office, which serves to coordinate disability

services and to discuss any reasonable accommodation that may be required. Each case is dealt with on

an individual basis.

d. Since the University is prohibited by law from making pre-admission inquiries regarding

disability, the University relies on the voluntary provision of whatever information it needs to make

reasonable accommodation for students with disabilities.

2. Resources, Services, and Auxiliary Aids:

The University provides certain services and reasonable accommodations, the nature and extent of

which are based on the Center for Disability Issues and the Health Profession's assessment of individual

need to achieve academic success. Those services and accommodations, provided in consultation with the

student, are intended to allow qualified students with disabilities to pursue their educational careers in the

most equitable and independent fashion possible.

3. Accessibility and Construction:

The Western University of Health Sciences, in compliance with sections 503 and 504 of the

Rehabilitation Act of 1973, and in compliance with the Americans with Disabilities Act of 1990, does not

discriminate on the basis of disability in any of its policies, procedures or practices. It is the policy of the

University to provide qualified persons with disabilities with access to its programs in the most integrated

setting possible. The following statement on construction, renovation, and alteration flows from the spirit

of that non-discrimination principle.

a. Construction of New Buildings and Facilities:

1. New construction will comply with the guidelines and regulations set forth in

Section 504, Title 234, and relevant state and local building codes. The primary standards for such

construction are derived from the Uniform Federal Accessibility Standards (UFAS, 1984), the

Amended Architectural Barriers Act (1984), and the Americans With Disabilities Act of 1990.

2. The University endeavors to employ the most barrier-free design and materials

in new construction to provide superior access to the functions and programs that take place in

those new facilities. The University's goal is to ensure full accessibility and usability of its new

buildings.

b. Renovation and Alteration of Existing Buildings and Facilities:

1. The renovation and alteration of existing facilities will comply with Section 504 and

applicable federal regulations, as well as relevant state and local codes, to enhance program

accessibility. The University recognizes that Section 504 does not require structural changes to

existing facilities where other methods are effective in achieving overall accessibility to the

programs and services of the University.

2. Any renovation or alteration will, to the maximum extent feasible, be pursued in

a way that makes the renovated or altered portion of the building accessible to a student with a

disability. However, the design of many existing facilities makes it impractical or prohibitively

expensive to renovate or alter them in such a way as to make them barrier-free.

SEXUAL HARASSMENT

It is the policy of Western University that all persons, regardless of their gender, should enjoy freedom

from discrimination of any kind. Sexual harassment is a form of sexual discrimination, and Western

University will not tolerate such conduct by any member of the University community.

For purposes of this policy, "sexual harassment" means unwelcome sexual advances, requests for sexual

favors, and other verbal, visual, or physical conduct of a sexual nature, made by someone from or in the

educational setting, under any of the following circumstances:

1. Submission to the conduct is explicitly or implicitly made a term or a condition of an

individual's employment, academic status, or progress.

2. Submission to, or rejection of, the conduct by the individual is used as a basis of employment or

academic decisions affecting the individual.

3. The conduct has the purpose or effect of having a negative impact upon the individual's work or

academic performance, or of creating an intimidating, hostile, or offensive work or educational

environment.

4. Submission to, or rejection of, the conduct by the individual is used as the basis for any

decision affecting the individual regarding benefits and services, honors, programs, or activities

available at or through Western University.

5. Creating, transmitting, uploading, or downloading obscene materials not intended for academic

use is strictly prohibited.

Examples of sexual harassment include, but are not limited to: pressure, subtle or overt, for sexual

favors, accompanied by implied or overt threats concerning one's job, grades, or letters of recommendation;

inappropriate display of sexually suggestive objects or pictures; unnecessary touching, pinching, patting or

the constant brushing against another's body; use of sexually abusive language (including remarks about a

person's clothing, body or bodily movement, or sexual activities).

Any student believing that he/she has experienced sexual harassment should resist such harassment and

may file a complaint with the Dean of Student Affairs, or her designee. Complaint forms may be obtained

from the Dean of Student Affairs' office.

To protect all parties involved, Western University handles sexual harassment complaints as

confidentially as the circumstances permit. If the student believes that any official specified in these

procedures was involved in any act of sexual harassment, he/she may file a complaint with another

appropriate official specified in these procedures. Retaliation against a person who reports, complains

about, or participates in the investigations of sexual harassment is prohibited.

All complaints of sexual harassment shall be investigated promptly and resolved equitably. Charges of

sexual harassment may be handled through formal procedures, or, with the consent of both the complaining

party and the alleged harasser, through informal procedures. Informal resolution of a charge of sexual

harassment may take any of the following forms:

a. A meeting among the Dean of Student Affairs, or her designee, the complainant, and the alleged

harasser;

b. A meeting among the Dean of Student Affairs, or her designee, and the alleged harasser; or

c. A recommendation of professional counseling for either principal.

If a formal grievance procedure is requested by either the complainant or the alleged harasser, the Dean

of Student Affairs will refer the matter to an appropriate official of Western University, as follows:

a. In the case of an offending student, the complaint will be directed to the appropriate Academic

Dean. The responsible official will investigate the complaint, and may refer the matter to the Student

Conduct Committee. In this event, the hearing and appeal procedures applicable to the Student Conduct

Committee shall apply.

b. In all other cases regarding administrators, faculty or staff, the complaint will be made to the

Executive Vice President for Academic Affairs/CAO, the Executive Vice President of Finance and

Administration, or the Director of Human Resources. The responsible official may appoint an ad hoc

committee to conduct a hearing, and to make recommendations concerning the appropriate disciplinary

action to be taken if the alleged harasser is found to have violated Western University's policy against

sexual harassment. Both the complainant and the alleged harasser will be given notice of, and an

opportunity to participate in, any hearing by the ad hoc committee.

Except for matters referred to the Student Conduct Committee, the responsible official, taking into

consideration the recommendations of the ad hoc committee (if applicable), will decide, in writing, what

action is appropriate under the circumstances. If either the complainant or the alleged harasser is

dissatisfied with the decision of the responsible official, he/she may appeal the decision to the President.

The appeal shall be made, in writing, within seven working days of the written decision of the responsible

official, and shall state any reasons why the person filing the appeal believes that the decision of the

responsible official is incorrect. The President may affirm or reverse the decision, modify the action to be

taken, or remand the matter for further proceedings. For purposes of action to be taken by Western

University, the decision of the President shall be final. Any person who believes that he/she has been the

victim of sexual harassment at Western University is, however, entitled to file a complaint with an

applicable state or federal agency at any time during Western University's proceedings.

DRUG-FREE ENVIRONMENT

Western University is committed to maintaining a drug-free environment in compliance with applicable

laws. The unlawful possession, use, distribution, sale or manufacture of controlled substances is prohibited

on the University's campuses or any of its medical facilities. Violation of this policy may result in the

appropriate disciplinary action up to and including termination or dismissal.

The illegal use of controlled substances can injure the health of fellow students seriously; adversely

impair the performance of their responsibilities; and endanger the safety and well being of other students

and members of the general public. Therefore, the University urges students engaged in the illegal use of

controlled substances to seek professional advice and treatment. Any student who has a drug problem is

invited to contact the Student Affairs Office anonymously at (909) 469-5341, to obtain information about

available assistance. The Western University counseling center, (contact the Student Affairs Office for

name and phone number), offers assistance to students. Students are encouraged to check with their private

insurance carrier for available programs. For those with Western University insurance, the name and phone

number for the insurance carrier is Renaissance, (800) 537-1777.

No one is immune from state or federal laws regarding the use of drugs. Anyone using drugs runs the

risk of legal action and court conviction. Examples of local and state laws are listed below:

• Unlawful possession of a narcotic drug is punishable by imprisonment in the state prison.

• The purchase, possession or consumption of any alcoholic beverage (including beer and wine) by

any person under the age of 21 is prohibited.

• It is not permissible to provide alcohol to a person under the age of 21.

• Selling, either directly or indirectly, any alcoholic beverage to anyone, except under the authority

of the California alcoholic beverage control license, is prohibited.

• It is a felony to induce another person to take various drugs and "intoxicating agents" with the

intent of enabling oneself or the drugged person to commit a felony. The person who induced the other

may be a principal in any crime committed.

• It is a misdemeanor for any person found to be under the influence of an intoxicating liquor or drug

in a public place and unable to care for his/her own safety or disorderly conduct.

As a condition of employment, an employee of the University, including any work-study students, shall

notify his/her supervisor if he/she is convicted of a criminal drug offense occurring in the workplace within

five days of the conviction. Failure to report a conviction may be grounds for dismissal. In the event that

any such conviction involves an employee working on a federal grant or contract, the University is

obligated to notify the granting or contracting federal agency within ten days of receiving notice of the

conviction.

Students are required to notify the Dean of Student Affairs within five days of a conviction if they are

convicted of a criminal alcohol or drug offense occurring on the campus. For the purpose of this policy,

"campus" includes all experiential sites. Remedial actions and/or sanctions may be applied, up to and

including dismissal.

Students who are Pell Grant recipients must report convictions for criminal drug violations, occurring on

or off campus, in writing to the Director of Grants and Contracts Service at the U.S. Department of

Education within 10 calendar days of such conviction.

This statement is being set in accordance with the Drug-Free Workplace Act of 1988 (Public Law 100-

690) and the Drug-Free Schools and Communities Act Amendments of 1989 (Public Law Nos. 101-226,

103 stat 1928 - enacted December 12, 1989). The University will continue its efforts to maintain a drug-

free environment by adhering to the above policy and providing drug awareness programs.

STUDENT HEALTH AND SAFETY

Matriculants into Western University's health professions programs must submit evidence that they are

in good health and should, therefore, be able to withstand the physical and mental pressures commonly

placed upon professional students. The nature of health professions education necessarily brings students in

close contact with a variety of illnesses and diseases, and the following policy has been established as a

protective mechanism for students and patients alike. Students must maintain a health insurance policy for

the duration of their education at Western University. Proof of such coverage is required at the time of each

registration. Health insurance is available through the University at a reasonable cost.

DRESS CODE/IDENTIFICATION

Students are required to dress in a professional manner at all times.

During classroom lectures, students are required to wear clothing that is in good repair (no patches).

Footwear is required at all times. Dress for skills labs should not be worn outside the laboratory area. Tank

tops, halters, scrubsuits and headgear (hats/helmets) are not to be worn in the classrooms. Shorts may be

worn, but no more than 3” above the knee. Hair, beards, and mustaches must be clean, net, trimmed at all

times. Students are expected to conform to the commonly acceptable social standards of personal hygiene.

White clinic jackets must be worn at Honors Day, Awareness Conferences, Health Fairs, and in all

clinical settings.

Name pins must be worn at all times on rotations. University identification badges are also provided

and must be worn at all times while on campus.

Students must dress professionally throughout the duration of every clinical rotation/assignment unless

the preceptor of that rotation/assignment directs otherwise.

Exceptions to the dress code may be requested from the appropriate Academic Dean.

SMOKING

As a graduate university of medical health sciences committed to training and educating health care

professionals, we have a responsibility to be a role model for proper health maintenance and prevention.

We are concerned about the health and well-being of all individuals who learn and work here, as well as

those who visit. Out of respect and loyalty to the University, its mission and its constituents, smoking is not

permitted inside campus buildings, health care facilities where patient care is delivered, or inside University

vehicles.

REQUIRED IMMUNIZATIONS

Since students will have some exposure to patients during the first year, NO STUDENTS WILL BE

ALLOWED TO MATRICULATE UNTIL THEY HAVE SUPPLIED PROOF THAT THEY ARE

CURRENT ON THE FOLLOWING IMMUNIZATIONS AND HEALTH SCREENINGS: MMR

(measles, mumps, rubella) (proof of immunization or serologic titers showing immunity), Polio,

Tetanus/Diphtheria (within 10 years), Hepatitis B (proof of completion of 3 shot series or serologic titers

showing immunity), P.P.D. (Purified Protein Derivative) (within the last six months) or chest x-ray (within

the last year), Varicella (chicken pox) - proof of completion of the age appropriate immunization series or

positive serologic titers. These immunizations/tests may require updating on a more frequent basis prior to

beginning clinical training if specified in the affiliation agreement with the clinical training site. POSITIVE

PPD OR CHEST X-RAY MUST BE FOLLOWED UP AT THE UNIVERSITY CLINIC.

Such proof is not required for an individual who submits an affidavit or certificate signed by a physician,

duly registered and licensed to practice in the United States, in which it is stated that, in the physician's

opinion, the immunization required would be injurious to the health and well-being of the student or any

member of his or her family or household. Unless a lifelong condition is specified, the affidavit or

certificate is valid for only one year from the date signed by the physician and must be renewed each year

for the exclusion to remain in effect.

No student will be permitted to register or attend classes without having proof of completing required

immunizations.

FOOD IN LECTURE HALLS, LABORATORIES AND LIBRARY

Food is not allowed in the lecture halls or laboratories. Drinks in closed containers are permitted.

Occasionally, noon-hour lectures or seminars are scheduled in lecture halls. At these times, students are

permitted to bring their lunches; however, care must be taken to dispose of all refuse in trash containers

after the lecture. The student lounges may be used for eating.

No food or drink is allowed in the Library at any time.

VIDEOTAPING, AUDIOTAPING, STILL PHOTOGRAPHY AND DIGITIZED NOTE TAKING IN

LABORATORIES AND LECTURE HALLS

Videotaping, audiotaping, still photography and digitized note taking are not permitted in University

laboratories and lecture halls without the express permission of the involved instructor. If a student wishes

to utilize one of these recording methods, each student must request permission of the instructor prior to or

at the first day of a given lecture series or laboratory class. The Center for Disability Issues and the Health

Professions will obtain permission from the instructor on behalf of any students requiring such approved

accommodations prior to the start of a given semester or course, or as soon as possible if a student’s

disability arises or is declared after the start of a semester or course.

Such materials are only for the personal use of the individual student, and any further duplication,

dissemination or retransmission of these materials in any format is prohibited without the expressed written

permission of the instructor and the Office of Academic Affairs.

ELECTRONIC COMMUNICATIONS

Every student of Western University is provided access to a westernu.edu e-mail address. Most official

communications to students will be sent to this e-mail address. It is therefore expected that each student

will check their e-mail on a regular basis to keep informed. Computer terminals are available in the library

and in the computer lab on the second floor of the Health Sciences Center for student use.

GENERAL ACADEMIC POLICIES AND PROCEDURES

The University endeavors to provide an environment in which students may develop into effective health

care providers. Freedom of inquiry and expression are essential to a learning environment. Students are

encouraged to develop a capacity for critical judgment and engage in an independent search for truth. The

responsibility for securing an environment conducive to freedom of inquiry and learning is shared by the

students, faculty and administration. As a part of that shared responsibility, the University has adopted

Standards of Academic and Professional Conduct.

Educational Philosophy

The educational programs of Western University are based on the belief that schooling not be allowed to

get in the way of education and that the content and substance of the curriculum, as well as the instructional

and planning processes used to carry it out, reflect a humanistic approach. In short, the University strives to

provide people-oriented programs so that its students become people-centered practitioners.

1. Standards of Academic and Professional Conduct

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 or her relations with patients. Strict honesty as a personal way of life should be

nurtured during the period of education for professional service. The student shall conduct all aspects of his

or 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 and contribute to his or

her training and growth.

Upon accepting admission to the University, each student subscribes to and pledges complete

observance to the Standards of Academic and Professional Conduct as outlined in this Catalog. A violation

of these standards is an abuse of the trust placed in every student and could lead to suspension or dismissal.

2. Orientation/Registration

Attendance at Orientation is mandatory for all incoming first-year students for the DO, PharmD, MPT,

MSPA, and MSN/FNP programs.

a. Students will be required to register in person on the registration day specified in the University

Calendar or as otherwise directed by the Registrar. Assessed tuition and fees and all prior debts must be

paid in full on or before registration day each academic year.

b. Matriculation is subject to satisfactory completion of all academic requirements and payment of all

outstanding debts to the University.

c. The receipt of final transcripts from undergraduate colleges and a physical examination with

documentation of required immunizations are additional requirements for incoming students.

d. All DO, MPT, MSPA, PharmD and MSN/FNP students must show proof of current health insurance

coverage at the time of registration. This coverage must be maintained in effect throughout the period of

matriculation at Western University. If there is no proof of current coverage, a health insurance policy

provided by the University is available.

3. Withdrawal from University/Program

Matriculation at the University is a privilege granted in consideration of specified levels of performance

and of maintaining the established standards of scholarship and personal and professional conduct. The

University reserves the right to require withdrawal at any time it deems necessary to safeguard its standards

of scholarship, conduct and orderly operation. The student concedes this right by act of matriculation. See

Program Specific sections of this Catalog.

Application for voluntary withdrawal from the University/Program must be made in writing to the

appropriate Academic Dean. Except in rare and special circumstances, the application will be accompanied

by a personal interview. Every effort should be made by the student to assure that no misunderstandings or

errors occur in the withdrawal process. Students who leave the University/Program without notifying the

office of the Dean and the office of the Registrar, and without completing the established withdrawal

procedures within 30 days, will be terminated automatically from the University.

In addition, students must report to the Registrar's Office to sign the withdrawal form to officially

withdraw from the University/Program. Students who do not complete this application for voluntary

withdrawal will not be considered for re-admission at a later date.

Students who withdraw "in good academic standing" are not assured of re-admission unless it is a part of

the final decision and/or agreement made between the appropriate Academic Dean and the withdrawing

student. This final decision and/or agreement must be in writing so that it is clear to all parties involved.

Students who are granted re-admission following withdrawal in good academic standing usually re-enter at

the beginning of the next academic year and register for all courses scheduled during the academic year of

their withdrawal, including those previously completed and passed, unless so stipulated.

Students who withdraw "not in good academic standing" must request re-admission through the

University's Admissions Application process unless otherwise stipulated.

4. Leave of Absence

A student may request a Leave of Absence with the occurrence of a medical problem, serious personal

problems, or health related issues.

Students requesting a Leave of Absence must apply in writing to the appropriate Academic Dean. In the

event of a medical problem, the request must be accompanied by a letter from a physician describing the

nature of the disability for which the leave is requested and the estimated length of time needed for

recovery.

After consultation with the student, the respective Academic Dean will decide whether or not the leave is

to be granted and the conditions under which the student may return to school. A student requesting a leave

of absence during or at the end of the academic year must go through the following procedure:

a. In writing, request a Leave of Absence from the appropriate Academic Dean.

b. Obtain a Leave of Absence form from the Registrar. After completing the student’s portion, meet

personally with the appropriate Academic Dean or designee to discuss the reason for the leave. After

consulting with the appropriate Academic Dean/designee, the Dean/designee will sign the Leave of

Absence form indicating his/her approval to proceed with the remainder of the exit process.

c. Take the form to the faculty advisor, who will provide counsel and sign the form.

d. Take the signed Leave of Absence form to the other listed administrative officials for their

signatures.

e. Return the signed form to the Registrar, who will sign and date the Leave of Absence form.

Provided the leave of absence is approved, the official date of the leave of absence will be the original

date of receipt of the student's request and any tuition charged will be in accordance with the institution's

refund policy.

Leaves of absence requested for a full academic year will be for one year only with expected

reinstatement at registration for the following year. Leaves of absence requested after registration for any

given academic year will be granted for a period not to exceed the number of months remaining until the

registration date for the next academic year. During the leave of absence, students are entitled to library

privileges, use of the student lounges, and participation in student clubs. It is required that the student

maintains a health insurance plan throughout the period of the leave.

A student who is granted a leave of absence for one year or more, must submit a letter of intent to re-

enroll to the appropriate Academic Dean, at least three months prior to the requested date of return. The

letter must also be accompanied by a $500 tuition deposit. It is the student's responsibility to keep the

Registrar informed of any change of address while on a leave of absence.

If the student has not paid 100% of the tuition during the year in which the leave is granted, the balance

of the tuition plus any increase of tuition or fees will be payable in the next year of attendance. All

appropriate tuition and mandatory fees are due prior to graduation.

Leaves of absence will be limited to a maximum of 2 years.

The term and conditions of any leave will be determined by the appropriate Academic Dean.

5. Academic Advisement

Students will be assigned a faculty advisor upon matriculation. Advisement by a faculty advisor should

be viewed by the student as a part of the academic process. If either the student or faculty member does not

find the relationship helpful, either is free to seek a change. This request should be made to the appropriate

Academic Dean or designee. It is the student's responsibility to meet periodically with his/her advisor. A

student on probation must contact his/her faculty advisor at least once a month.

6. Attendance and Absences

Attendance is required at all scheduled instructional periods. Absence from instructional periods for any

reason does not relieve the student from responsibility for the material covered during the periods missed.

7. Student Academic Progress Committee

See the appropriate Program Specific section of this catalogue.

8. Standards of Professional Conduct: Statement and Procedures

Complete confidence in the honor and integrity of the health professional is essential. Such confidence

depends entirely on the exemplary behavior of the individual 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 student shall conduct all aspects of his/her life with honor and integrity. This includes

accountability to oneself, to relations 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.

Professional Concerns - Upon accepting admission to the University, each student agrees to abide by

basic standards of honesty and academic integrity. Students should only matriculate here if they agree with

these basic standards. They include, but are not limited to, the following:

a. A student never represents the work of others as his/her own.

b. A student should acknowledge the other members of the group when work is carried out jointly.

c. A student never gives or receives assistance during an exam.

d. A student is always accountable to clinical faculty while on clinical training.

Acts of dishonesty, invasion of privacy, theft, acts of violence, sexual harassment and disrespect for

personal and University property are examples of unacceptable behavior.

The administration, faculty and staff are here to serve the students. Personal gifts are discouraged, and

monetary gifts are prohibited.

Reporting Alleged Violations - Upon witnessing a possible professional violation, any member of the

academic community should report the incident to the respective Academic Dean or other appropriate

University official. If the conduct involves a particular course of program, the classroom instructor or the

clinical training program supervisor should be advised. Depending on the nature of the conduct, an

individual witnessing a possible violation may choose to talk to the transgressor on an individual basis to

attempt to resolve the problem before reporting it to University officials. The individual receiving the

report will dispose of the violation in an appropriate manner. If there appears to be adequate cause, a report

should be submitted in writing to the appropriate Academic Dean. The report should include the name and

signature of the individual making the report.

In most circumstances, the Academic Dean will meet with the student to discuss the nature of the

possible violations that have been reported and the actions, if any, that the Dean intends to take. The Dean

may resolve the matter without convening a hearing before the Student Conduct Committee, unless the

student requests that a hearing be convened. In some circumstances, the Academic Dean or the Executive

Vice President for Academic Affairs/Chief Academic Officer may refer the matter directly to the Student

Conduct Committee for hearing.

When a matter is referred to the Student Conduct Committee, the University shall prepare appropriate

written charges based on all information reported or known. Any appropriate representative of the

University acting with the consent of the Dean or the Executive Vice President of Academic Affairs/Chief

Academic Officer may prepare the written charges. The Chair of the Student Conduct Committee, or the

chairperson of the hearing panel that will hear the matter, will notify the student of the time and date of the

hearing and shall provide the student with a copy of the written charges.

9. Student Conduct Committee

Purpose - The Student Conduct Committee considers violations of the Standards of Professional

Conduct when requested by the respective Academic Dean.

Composition - The Student Conduct Committee is composed of elected faculty members and student

representatives. The Dean of Student Affairs is a non-voting, ex officio

member of the committee. When

the Dean of Student Affairs is absent or unavailable, a designated representative will participate in Student

Conduct Committee proceedings or hearings. Student representatives shall participate as members of

hearing panels when a matter concerning a student is referred to the Student Conduct Committee for

hearing.

Hearing Panels - When a matter concerning a student is referred to the Student Conduct Committee, it

will be determined by a hearing panel comprised of three faculty members serving on the Student Conduct

Committee and two student representatives. Student representatives shall be from the same College as the

student involved, and shall be selected from the Vice Presidents and Secretaries of each class on campus.

The Chair of the Student Conduct Committee shall appoint the individuals who will serve on the hearing

panel, and shall designate one member of the hearing panel as its Chairperson. If it is not reasonably

feasible for the Chair of the Student Conduct Committee to appoint hearing panel members from the

foregoing individuals, either because of a conflict of interest or for any other reason, the Chair may appoint

alternate faculty members or student representatives to serve on the hearing panel. The Dean of Student

Affairs, or a representative of the Dean of Student Affairs, is entitled and normally participates as a non-

voting, ex officio

member of each hearing panel. Each hearing panel acts with the full authority of the

Student Conduct Committee, and the hearing panel's determination constitutes the determination of the

Student Conduct Committee as a whole.

Protocol for Meetings on Alleged Violations of Professional Conduct -

a. The chairperson of the Student Conduct Committee, or the chairperson of the hearing panel, will

notify the student in writing of the specific charges and the time and date of the hearing when the

charges will be considered. The notice also shall state whether expulsion from the University may be

considered if the charges are found to be true.

b. Except as provided below, the meeting will be closed to all individuals not directly involved. The

hearing panel may exclude witnesses, except during the time they are testifying.

c. If the notice of the hearing states that expulsion from the University will be considered if the charges

are found to be true, or if other circumstances warrant, the student may request permission for a mentor

to appear at the meeting to assist the student. The advisor is normally limited to advising the student and

is not permitted to examine witnesses or otherwise participate directly in the proceeding. However, the

hearing panel may permit the mentor to participate directly where special circumstances are shown that

warrant such participation. The student shall make any request for permission for a mentor to appear or

participate in writing, which shall identify the mentor the student desires and provide any additional

information the student deems relevant to the request. Normally, the chairperson of the hearing panel

will inform the student within three business days of receipt of the request whether the mentor will be

permitted to attend the hearing.

d. If requested, the specific charges will be read to the student by the chairperson of the hearing panel.

If the charges are not read, the charges will be deemed to be those specified in the notice of the hearing.

e. The student may testify and present evidence and witnesses on his/her behalf. The student is subject

to questioning by members of the hearing panel, as are all witnesses.

f. The student may question witnesses called by the hearing panel.

g. The hearing panel may, if it chooses, consider affidavits, declarations and other written statements

and documents. Under normal circumstances, the student shall be provided copies of any such

documents at least two days prior to the hearing. If the student desires to present any written documents,

they must be provided to the hearing panel at least two days prior to the hearing. The hearing panel

shall give such weight to the documents, as it deems appropriate under the circumstances.

h. The chairperson of the hearing panel, at his/her discretion, may continue any hearing if warranted due

to the unavailability of a person considered important to the hearing or due to other circumstances. It

shall be the responsibility of the student to present all evidence he/she deems relevant at the scheduled

hearing unless such evidence cannot be presented due to circumstances beyond the student's control.

i. The hearing panel shall determine whether, based on the evidence presented, it is more likely than not

that the charges made are true.

j. The hearing panel determines that the charges are true, it shall also make a recommendation with

respect to sanctions to be imposed. The hearing panel may consider any prior disciplinary action against

the student and any other information it deems pertinent in making a recommendation. The student shall

have the right to present evidence of any mitigating circumstances he/she deems relevant, but such

evidence must normally be submitted within two days of notification to the student that the hearing panel

has found the charges to be true.

k. No deviation from the procedures specified herein shall be grounds for objection by the student

unless the student calls an error to the attention of the hearing panel in time to permit the hearing panel

to conform to the specified procedure. Moreover, procedural deviations shall not be grounds of

objection where, under all of the facts and circumstances, the student has been provided fair notice of

the charges and a fair hearing.

l. The hearing panel will make its recommendations to the appropriate Academic Dean.

Status of Student Pending Action - Pending a determination by the appropriate Academic Dean

following a hearing and a recommendation by a hearing panel of the Student Conduct Committee, the status

of the student will not be altered except for reasons of his/her physical and emotional well being or for

reasons relating to the safety of other students and University personnel. Thereafter, the status of the

student will not be altered pending determination of a timely appeal by the student, except that the

Executive Vice President for Academic Affairs/Chief Academic Officer shall have the discretion and

authority to suspend the student or take other action at any time during the appeal process, if consistent with

the decision of the Academic Dean. The University further reserves the right to withhold the award of any

degree at any time disciplinary charges are pending against a student.

Right of Appeal - See Student Appeal Process

10. Promotion

Promotion is defined as progression from one academic year or program phase to the next.

a. A student will be recommended to the appropriate Academic Dean for promotion by the respective

Student Academic Progress Committee.

b. A student may not be recommended for progression from one academic year to the next with any

outstanding grades of "I", "U", "R", or "NCr" on his/her academic record or with a yearly grade point

average or cumulative percentage score of less than the minimum required for promotion (see

appropriate Program Specific section of this catalogue).

c. When considering a student for promotion, his/her professional, ethical, and personal conduct may

also be taken into consideration (as described under Probation a-3).

d. A student will be promoted provided that all academic, legal and financial requirements of the

University, as stated elsewhere in the University Catalogue, have been satisfied.

11. Probation

a. Probation is defined as a period of time, specified by the appropriate Academic Dean, during which

the student's progress will be closely monitored by the respective Student Academic Progress Committee

and the respective Dean. To monitor a student on probation closely during clinical training, the

individual program reserves the right to assign his/her remaining clinical rotations/assignments. A

student will be placed on probation for any of the following reasons:

1. Inadequate academic progress as determined by the specific Student Academic Progress

Committee (see appropriate Program Specific section of this Catalog).

2. When directed to repeat a year for academic reasons.

3. Seriously deficient ethical, professional, or personal conduct.

Professional and personal conduct includes: attendance, cooperation with instructors, interest

shown in assigned work, attitude toward fellow students and associates and toward personnel of

hospitals, approach to and interaction with patients, as well as personal appearance appropriate to

the circumstances.

The terms of probation for ethical, professional, or personal conduct will be specified at the time

the student is placed on probation.

b. When a student is placed on probation, he/she will be notified in writing by the appropriate

Academic Dean and the reasons will be stated. Notification must be sent by Certified Mail or hand-

delivered and acknowledged by signatures of the student and the appropriate Academic Dean or his

designee. Copies of the letter will be placed in the student's permanent file and distributed to the

Chairman of the Student Academic Progress Committee and the student's Faculty Advisor. The Student

Academic Progress Committee will consider when the terms of the academic probation have been

satisfied and recommend to the appropriate Academic Dean that probation can be rescinded.

c. A student on probation may not serve as an officer of any official University or College club or

organization and should not engage in time-consuming extracurricular activities. No student on

probation will be permitted to enroll in an elective course.

d. On-campus students on probation must meet with their faculty advisor at least once each 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 for these meetings.

e. A student will remain on probation until the program specific minimal acceptable academic standards

are met again.

f. A student will be removed from probation when the specified terms of probation for ethical,

professional, or personal conduct are met. The student will be notified in writing.

12. Remediation

Every effort will be made to provide each student ample opportunity to demonstrate competency in each

area of the academic program. Please see appropriate Program Specific section.

13. Remediation: Financial Aid Policy

Students who are required to repeat coursework due to an unsuccessful prior attempt must contact a

Financial Aid officer in regard to financial aid eligibility.

Students who have been recommended by the Student Academic Progress Committee and appropriate

Academic Dean to repeat the year due to unsatisfactory progress (GPA) or in cases where there is a

satisfactory GPA, but deficiencies are noted that impede promotion, the following criteria must be met to be

eligible for financial aid:

a. Full time attendance recorded.

b. Placed on one-year probation.

c. Must be tested and graded.

d. Must be monitored closely.

It is the student's choice to audit course work to strengthen skills as long as he/she has met satisfactory

progress such as GPA and is fully aware that he/she will not be eligible to apply for any financial aid to

cover these audit costs. The student will be financially responsible for himself/herself until promoted by the

appropriate Academic Dean.

If, at the end of the academic year, the student is still considered to be making unsatisfactory progress

and must remediate, he/she is removed from the list of Title IV and Title VII financial aid recipients.

Summer remediation is not covered by financial aid and cannot be considered an expense item on the

next year's budget

Appropriate tuition and fees will be determined by the Executive Vice President of Finance and

Administration.

14. Summary Suspension

Each student is expected to govern his/her conduct with concern for other individuals and for the entire

University community. Actions that threaten or endanger, in any way, the personal safety and/or well being

of self or others, or that disrupt or interfere with the orderly operation of the University are cause for

immediate disciplinary action.

Either the President, Executive Vice President for Academic Affairs/CAO, or appropriate Academic

Dean has the authority to summarily suspend a student when the student admits to guilt or when, in the

opinion of the President, Executive Vice President for Academic Affairs/CAO or appropriate Academic

Dean, such action is appropriate to protect the health or safety of any individual, or to preserve the orderly

operation of the University.

When a student is summarily suspended, the student shall be informed, in writing, of the specific charges

on which such suspension is based. Such notice shall be delivered personally to the student or mailed by

certified mail within forty-eight (48) hours of the imposition of the suspension. Such conduct by a student

shall be considered a violation of the Standards of Professional Conduct and suspected violations will be

handled by the procedures outlined under Standards of Professional Conduct section of this Catalog.

Appeal of the decision of the respective Academic Dean can be made to the Executive Vice President

for Academic Affairs/CAO. Any student who has been summarily suspended may also request, in writing

to the appropriate Academic Dean, a hearing by the Student Conduct Committee, and a hearing shall be

convened within ten (10) working days of the date such request is made. Students who are suspended are

not entitled to remain in class or on clinical rotations/assignments during the appeal.

15. Dismissal

The University may dismiss at any time it deems necessary to safeguard its standards of scholarship,

conduct and orderly operation. The Student Academic Progress Committee or the Student Conduct

Committee may recommend dismissal of a student for any reason it deems appropriate. Furthermore,

conviction of a felony while a matriculant at Western University may be grounds for dismissal.

The Student Academic Progress Committee may recommend dismissal of a student as provided in the

Program Specific section of this Catalog.

The Student Conduct Committee may recommend dismissal of a student for matters pertaining to

suspected personal or professional misconduct that include, but are not limited to: academic integrity,

unsatisfactory attendance, inappropriate interaction with instructors, fellow students, and University and

hospital personnel, improper approach to and interaction with patients, and inappropriate personal

dress/appearance.

In its deliberations, the Student Conduct Committee/Student Academic Progress Committee may

consider the student's academic record and will also consult with the student's faculty advisor, the student,

and other faculty and administrators when appropriate. After considering all pertinent information, the

Student Conduct Committee/Student Academic Progress Committee will forward its written

recommendation regarding dismissal to the appropriate Academic Dean.

The decision will be made by the appropriate Academic Dean, based upon the recommendation of the

Student Academic Progress Committee or Student Conduct Committee. The Student Academic Progress

Committee or Student Conduct Committee will base its recommendation not only on the student's academic

record, but will also consult with the student's faculty advisor, other faculty and administrators, and the

student involved, when appropriate.

16. Student Appeal Process

The appropriate Academic Dean shall have the authority to make decisions regarding a student's status

in matters of academic suspension, student conduct, academic progression/promotion, and graduation. The

decision will be based on input from appropriate sources that may include the following: individual

instructors, faculty, and appropriate committees.

a. Within five (5) working days following written notification to the student of the action of the

respective Academic Dean, the student may appeal the decision in writing to the Executive Vice

President for Academic Affairs/CAO. Upon written request from the student, the Executive Vice

President for Academic Affairs/CAO shall review the case and, within seven (7) working days, shall

issue a decision in writing to the student, which may affirm, modify, or reverse the previous action. A

copy of that letter shall be sent to the Dean, and other appropriate individuals.

The decision of the Executive Vice President for Academic Affairs/CAO will be final.

b. The student may remain in class or on clinical rotations/assignments pending the outcome of appeals,

except in cases of summary suspension, and except when the Executive Vice President for Academic

Affairs/Chief Academic Officer has suspended the student or has otherwise determined that it is

inappropriate for the student to remain in class or participate in clinical rotations/assignments, consistent

with the decision of the Academic Dean that is being appealed.

c. If a student is suspended for any reason, all student financial aid will be withheld until the appeal

process is resolved by reinstatement of the student or dismissal of the student. If reinstated, the financial

aid funds can be released to the student. If the student is dismissed, the funds will be returned to the

proper agency/lender respectively.

17. Protocol for Input on Matters of Student Concern

When a student has a personal concern involving a teacher or course that is not of general interest to the

class, he/she should speak to the professor directly.

If the concern might involve more of the class, he/she should take the concern to the appropriate class

representative (e.g., curriculum representative or class president) so they might sample class opinion to find

out the extent of concern.

If, in the opinion of the class representative, the concern is valid, the class representative should bring

the matter to the attention of the class professor with the object of resolving it at that level.

If the matter cannot be solved between the class and the professor, it should be taken to the Academic

Dean or designee. If the matter cannot be handled properly by the respective Dean, or if the students feel it

was not, it should be taken to the Executive vice President of Academic Affairs/CAO, whose decision shall

be final.

Note: Grade appeals may not be pursued under this protocol.

18. Legal Limitations on Practice of Health Care

It is a violation of the law and contrary to the policy of this University for any unlicensed person to

attempt to engage in professional practice of health care. Students, therefore, are cautioned to confine such

activities to duly licensed and supervised teaching clinics.

TUITION AND FEES

Tuition and fees are subject to change without notice upon approval by the Board of Trustees.

Mandatory fees for each student are non-refundable. For complete information about tuition and fees, refer

to the appropriate section for each program.

FUTURE TUITION RATE INCREASES

You can expect that tuition increases will be part of your educational experience at Western University;

however, one should know that the Board of Trustees and the administration of this University strive each

year to keep tuition at a reasonable level. For example, in recent years the rate of tuition increase has been

kept at or below five percent. While we are committed to quality educational programs, the inevitable

increases in operating costs each year make it necessary to adjust tuition accordingly. The administration

will communicate tuition rate adjustments as soon as they are determined by the Board of Trustees.

TUITION AND MANDATORY FEES

Tuition and Fee Payments

Tuition is assessed in two installments. The first assessment of tuition and fees occurs at the beginning

of each academic year, and the second is assessed approximately half-way through the academic year.

Depending on the academic program, each required payment corresponds to a “period of enrollment.”* A

refund policy for a withdrawal or a leave of absence has been established to address the receipt of private

payment and Title IV Student Financial Aid funds (see Tuition Refund Policy below).

Western University charges tuition based on an “academic” year and covers two period of enrollment.

The number of weeks of instructional time during the period of enrollment is measured beginning on the

first day of class and/or rotation and ends on the last day of class and/or rotation.

*Students in the Master of Science in Health Professions Education program will pay tuition and fees on a

trimester year. Refunds will be based on the trimester.

Other Fees

a. Audit/Remediation Fee: The fee charged for auditing or remediating a class will be calculated on a

prorata basis.

b. Other Fees and Expenses

Late Registration Fee $ 30 per day

Breakage Fee Cost of Replacement

Lost I.D. Badge $ 10

Lost Locker Key $ 40

Copy of Official Transcript (each) $ 5

Faxed Transcript $ 10

Copy of Student File Material 25 cents per page

PRE-PAID TUITION PLAN

The Prepaid Tuition Plan allows for payment of future years’ tuition at the current tuition rate. This

option will assist in avoiding future tuition increases. The payment must be received at least one year

before the start of the next academic year.

Mandatory fees will be charged annually and are not included in the prepayment provisions. For

additional information, please contact the Financial Aid Office at (909) 469-5354 or the Bursar’s Office at

(909) 469-5403.

WESTERN UNIVERSITY TUITION REFUND POLICY

Western University has established a refund policy for all students who find it necessary to withdraw

from the University. Students who elect to withdraw or take a leave of absence during the academic year

must submit prior written notification to the appropriate Academic Dean according to the procedures

specified in this Catalog for their program. Western University may amend its institutional refund policy at

any time. Amendments will become effective for the academic year that follows official notification of the

amendment. Any questions concerning Western University's refund policy should be directed to the

Bursar’s Office.

Calculation of Amount of Eligible Tuition Refund

The amount of tuition refund for which the student is eligible is computed as follows:

• If the day the student withdrew was on or before the student completed 60 percent of the enrollment

period for which tuition was paid, the percentage refund is computed as one hundred percent minus the

percentage of the enrollment period that has elapsed up to the date of withdrawal.

• Students who withdraw after completing 60 percent of the enrollment period for which tuition was paid

are not entitled to a refund.

Determining the Withdrawal Date

The withdrawal date is:

a. The date the student begins the withdrawal process prescribed by the respective College;

b. The date that the student otherwise provided official notification to the respective College of

the intent to withdraw; or

c. The midpoint of the payment period for which Student Financial Aid Programs Assistance was

disbursed or a later date documented by the respective College, if the student did not begin the

withdrawal process or otherwise notify the respective College of the intent to withdraw.

If the College determines that a student did not begin the withdrawal process or otherwise notify the

respective College of the intent to withdraw due to illness, accident, grievous personal loss or other

circumstances beyond the student's control, the College may determine the appropriate withdrawal date.

For additional information regarding refund policies for student participating in Student Financial Aid

Programs, see Financial Aid below.

COMPREHENSIVE HEALTH PLAN

It is mandatory that all Western University students have a health insurance plan in force at the time of

registration. If a student can show valid proof of personal health insurance to the Plan Administrator, at

least equal in benefits to the plan recommended by the University, it will not be necessary to purchase any

additional insurance. If valid proof of other insurance cannot be shown, the student will automatically be

enrolled in the health insurance plan made available by the University. This is described in the health plan

brochure provided at the time of registration. There are several available options. The plan with the better

benefits is recommended. Dependent coverage, although not required, is optional at an additional premium

(see Health Plan Brochure).

FINANCIAL AID

Financial aid is not intended to replace the financial responsibility of the student; rather, it is intended to

supplement what the family can provide. Students are required to complete the Free Application for Federal

Student Aid (FAFSA) each year they are seeking financial aid. The information provided is used to create

an analysis of each student’s financial ability to contribute toward their educational costs. Students may

complete the FAFSA application via the Internet at www.fafsa.ed.gov

. Students are required to inform

Western University’s Financial Aid Office of all financial assistance (including scholarships) they receive.

More detailed information on the various types of scholarships and awards can be found at Western

University’s website under “Financial Aid.” Western University reviews and administers all of its programs

without discrimination as to race, creed, sex, national origin, or non-disqualifying handicap.

FINANCIAL AID AND THE WORLD OF PRIVATE PHILANTHROPY

Beyond the various federal, state, and other public and commercial funding sources, there is another

sector that provides valuable support to Western University students. It is the world of private philanthropy:

those individuals, corporations, and foundations who willingly accept the responsibility of serving as good

citizens of the larger society. These benefactors contribute to assisting students in achieving their education

goals and, ultimately, to the quality of health care delivered to the public.

DEPARTMENT of EDUCATION

TITLE IV PROGRAMS

Federal Financial Aid Program Criteria

To be eligible for federal financial aid programs, students must be U.S. citizens or permanent residents

of the United States, attending at least half-time, and making satisfactory progress toward their degrees. The

amount of financial aid awarded by the school can never exceed the educational cost of attendance.

Students can not be in default on any educational loan or owe a refund on any state or federal educational

grant. In addition, all male students must have completed U.S. Selective Service registration requirements to

qualify.

Federal Subsidized Stafford Loan: Available to undergraduate and graduate students by participating

lending institutions and guaranteed by the federal government. The interest on these loans is subsidized

(paid) by the federal government while the student is enrolled at least half-time in school.

Federal Unsubsidized Stafford Loan: Available to undergraduate and graduate students by participating

lending institutions and guaranteed by the federal government. However, the federal government does not

pay the interest while the student is in school. Subsidized Stafford loan eligibility must be determined first,

before a student can apply for an Unsubsidized Stafford loan.

Federal Subsidized and Unsubsidized Annual Loan Limits: The maximum annual Subsidized and

Unsubsidized Stafford loan limits per program are as follows for the 2002/2003 academic year:

Subsidized

Unsubsidized

Doctor of Osteopathic Medicine (DO) Program

First Year $8,500 $32,222

Second Year $8,500 $32,222

Third Year $8,500 $36,667

Fourth Year $8,500 $34,444

Doctor of Pharmacy (PharmD) Program

First Year $8,500 $23,889

Second Year $8,500 $23,889

Third Year $8,500 $26,667

Fourth Year $8,500 $23,889

Master of Science in Health Professions Education (MSHPE) Program $8,500 $10,000

Master of Physical Therapy (MPT) Program $8,500 $26,667

Master of Physician Assistant (MSPA) Program $8,500 $26,667

Master of Science Nursing/Family Nurse Practitioner (MSN/FNP) Program $8,500 $26,667

Master of Science Nursing (MSN) Program $8,500 $26,667

Master of Science Nursing Harbor Program $8,500 $26,667

Family Nurse Practitioner (FNP) Program $2,625 $ 4,000

Aggregate Loan Limits for Subsidized & Unsubsidized Stafford Loans:

The total loan debt a student

may have outstanding from all Stafford loans combined is different depending on their academic program.

Outstanding loans include student loans received while the student completed undergraduate and graduate

work. The Family Nurse Practitioner (FNP) certificate program has a subsidized aggregate of $23,000 and a

total combined aggregate of $46,000.

For the graduate and professional programs, the subsidized Stafford maximum may not exceed $65,500.

MSHPE Program: $138,500 (less the aggregate amount of any subsidized loans made to the

student).

Because Western University participated in the Health Education Assistance Loan (HEAL) program

before its phase out in 1998, students who are enrolled full time are allowed an increase in annual

unsubsidized Stafford loan amounts. As a result, they also have a higher aggregate as indicated below.

DO Program: $189,125 (less the aggregate amount of any subsidized loans made to the student).

Within this aggregate, the additional HEAL unsubsidized maximum is $80,000.

PharmD, MPT, MSPA, and MSN/FNP Programs: $189,125 (less the aggregate amount of any

subsidized loans made to the student). Within this aggregate the additional HEAL unsubsidized maximum is

$50,000.

Federal Perkins Loan: For eligible undergraduate and graduate students and subject to availability of

funds. The amount awarded varies, depending on financial need and federal allocation to our school. The

Perkins undergraduate aggregate is $20,000, and graduate students have a $40,000 total aggregate. Perkins

loans have a fixed interest rate at five percent.

DEPARTMENT OF HEALTH AND HUMAN SERVICES

TITLE VII PROGRAMS LOANS & SCHOLARSHIPS

Loans for Disadvantaged Students (LDS): Provides long-term, five percent interest loans to eligible

osteopathic medical students from disadvantaged backgrounds, subject to fund availability.

Primary Care Loans (PCL): For eligible students and subject to availability of funds. The long-term five

percent fixed simple interest loan amounts vary, depending on financial need and federal allocation.

Students must provide parental income information and sign a contract to practice in primary care until the

loan is paid in full.

Scholarships with Service Requirements

National Health Service Corps Scholarships (NHSC): This scholarship provides full tuition, fees, books,

and a monthly stipend for osteopathic medical, physician assistant, and family nurse practitioner students.

Students must serve in a designated medically underserved area (rural, inner city or Indian health).

Minimum obligation is two years and a student must be an U.S. citizen.

Military Health Professions Scholarships: The Army, Navy and Air Force offer Health Professions

Scholarship programs to medical students for tuition, fees, books and supplies, and a monthly stipend.

While in school, students are expected to serve forty-five days of active duty per year, when possible, with

pay. One year of active service as a medical officer (after internship and/or residency) is required for each

year of support in the scholarship program, with a minimum requirement of three years.

UNIVERSITY ADMINISTERED SCHOLARSHIPS

The Dr. Robert E. Corey Memorial Scholarship Fund:

Established January 1983 as a memorial to

Robert Corey, DO. Recipients are selected from second, third and fourth year students for their commitment

to osteopathic medicine, outstanding community service and demonstrated financial need as determined by

the institution.

The Albert Victor and Mary P. Kalt Scholarship Fund: Established June 1977, and is available for

students of all disciplines who express a desire to work in primary care in an underserved/rural area.

Asian American Scholarship: Awarded to students of Asian descent, who are in good academic standing,

demonstrates financial need and is dedicated to serving the Asian community.

UNIVERSITY ADMINISTERED LOANS

WesternU Emergency Loan Programs: Limited funds made available on a short-term basis to meet

financial emergencies. The maximum loan is $500 interest-free. Since this is a revolving loan fund, it is

expected to be repaid in ninety days.

Roger E. Coe Loan Fund #1: Established in March 1981 by a gift from Roger M. and Ruby M. Coe. Two

loans of $2,500 are made in the spring of each year. Loans will be made to osteopathic medical students

who have completed their second or third year at Western University and are particularly interested in

osteopathic manipulative skills. Interest begins to accrue at the time the loan is disbursed at the rate of eight

percent. First payment begins immediately after graduation with full repayment of loan funds within five

year.

VETERANS’ EDUCATIONAL BENEFITS

The Student Affairs Office will provide certification of enrollment services for veterans attending

Western University. The Financial Aid Office will serve as a direct liaison between our University and

Veterans’ Administration regarding underpayment, overpayment, or non-payment benefits. Students

expecting to collect educational benefits may obtain further information from Western University’s

Financial Aid Office. As of this publication DO, MSN/FNP, MPT, MSPA, and PharmD programs are

eligible. In order to continue collecting benefits, a veteran must be making satisfactory progress towards a

degree.

GRADUATE TEACHING FELLOWS IN THE DEPARTMENT OF OSTEOPATHIC

MANIPULATIVE MEDICINE

This Fellowship program in the Department of Osteopathic Manipulative Medicine of the College of

Osteopathic Medicine of the Pacific (COMP) is designed to expand the educational opportunities for

osteopathic medical students while they assist in all phases of the department’s operation. OMM Fellows

assist in lecturing and teaching practical skills to graduate students. In order to participate in the Fellowship

program, each student takes five years, instead of four, to complete all of their educational requirements,

including hospital and private practice clinical rotations, for the Doctor of Osteopathic Medicine degree.

Fellows receive a full tuition/fees waiver their third and fourth years and an annual stipend for the fifth year.

Fellows are selected from each MSII class annually.

TUITION REFUND POLICY

Western University of Health Sciences has adopted the Department of Education refund policy for all

students who find it necessary to withdraw from the University or take a leave of absence during the

academic year. It is a universal policy that applies to all students, those receiving and not receiving financial

aid. Students who elect to withdraw or take a leave of absence during the academic year must submit prior

written notification to the appropriate Academic Dean according to the procedures specified in the

Catalogue for their program. Western University may amend its institution refund policy at any time.

Amendments will become effective for the academic year that follows official notification of the

amendment. Any questions concerning Western University’s refund policy should be directed to the

Bursar’s Office.

If a recipient of Student Financial Aid (SFA) loan funds withdraws from school after beginning

attendance, the amount of SFA loan assistance earned by the student must be determined. If the amount

disbursed to the student is greater than the amount the student earned, unearned funds must be returned. If

the amount disbursed to the student is less than the amount the student earned, and for which the student is

otherwise eligible, he or she is eligible to receive a post-withdrawal disbursement of the earned aid that was

not received. Title IV funds are awarded to a student under the assumption that the student will attend

school for the entire period for which the assistance is awarded. When a student withdraws, the student may

no longer be eligible for the full amount of Title IV funds that the student was originally scheduled to

receive.

Definition of a Title IV recipient

A recipient of loan assistance is a student who has actually received Title IV funds or has met the

conditions that entitle the student to a late disbursement. If the student never actually began attendance for

the payment period or period of enrollment, the refund policy does not apply. Similarly, if a student began

attendance, but was not and could not have been disbursed Title IV funds prior to withdrawal, the student is

not considered to have been a Title IV recipient and the requirements of this refund policy do not apply.

Funds to include in the Calculation

The calculation of earned Title IV program assistance loan funds that were disbursed or could have been

disbursed to a student. This includes Subsidized and Unsubsidized loan funds, and funds from the Federal

Perkins Loan Program.

Title IV Aid Disbursed

A student’s Title IV funds are disbursed when the school credits a student’s account with the funds or

pays a student directly with Title IV funds received from the Department and/or Federal Family Education

Loan (FFEL) funds received from a lender. A student’s aid is counted as disbursed for the calculation if it is

disbursed as of the date of the institution’s determination that the student withdrew.

Calculation of Amount of SFA Program Assistance Earned

The amount of SFA Program assistance earned is the percentage of SFA Program assistance earned

multiplied by the total amount of SFA Program assistance that was disbursed (and that could have been

disbursed) for the payment period as of the day the student withdrew. The percentage earned is one of the

following:

• If the day the student withdrew on or before the student completed 60 percent of the enrollment period

for which the assistance was awarded, the percentage earned is equal to the percentage of the

enrollment period from which assistance was awarded.

• If the day the student withdrew after the student has completed 60 percent of the payment period the

percentage earned is 100 percent.

Determining the Withdrawal Date

The definition of withdrawal date is for determining the amount of aid a student has earned. The chart

below lists the withdrawal date for the various types of withdrawals, as well as the date of the institution’s

determination that the student withdrew for each type of withdrawal.

Withdrawal Type Circumstance Student’s Withdrawal

Date*

Date of the Institution’s

Determination that the

Student has Withdrawn**

Official Notification The student begins the

school’s withdrawal process,

The student otherwise

provides official notification

to the school of intent to

withdraw.

The date the student

begins the school’s

withdrawal process, or

The date that the student

otherwise provides the

notification.

(If both circumstances

occur, use the earlier

withdrawal date.)

The date the student provides

official notification or begins

the withdrawal process

whichever is later.

Official Notification

Not Provided

Official notification not

provided by the student

because of circumstances

beyond the student’s control.

All other instances where

student withdraws without

providing official

notification.

The date that the school

determines is related to

the circumstance beyond

the student’s control.

The midpoint of the

payment period or period

of enrollment, as

applicable.

The date that the school

becomes aware that the student

has ceased attendance.

Leave of Absence

The students does not return

from an approved leave of

absence, or

The student takes an

unapproved leave of absence

The date that the student

began the leave of

absence.

The earliest of the dates of the

end of the leave of absence or

the date the student notifies the

school he or she will not be

returning to that school. (In the

case of an unapproved

absence, the date that the

student began the leave of

absence.)

Withdrawal After

Rescission of

Official Notification

The student withdraws after

rescinding a previous official

notification of withdrawal.

The student’s original

withdrawal date from the

previous notification.

The date the school becomes

aware that the student did not,

or will not, complete the

program period or period of

enrollment.

*In place of the dates listed, a school may always use as a student’s withdrawal date the student’s last

date of attendance at an academically related activity, if the school documents that the activity is

academically related and that the student attended the activity.

**For a student who withdraws without providing notification to the school, the school must determine

the withdrawal date no later than 30 days after the end of the earlier of the (1) payment period or period of

enrollment (as appropriate), (2) academic year, or (3) education program.

Return of Unearned SFA Program Funds

When a return of Title IV funds is due, the school and the student both have a responsibility for

returning funds. Whatever funds are not returned by the school must be returned by the student. Although

this requirement speaks in terms of returning funds, a school is not required to actually return its share

before the student. Rather, it is the calculation of the amount of assistance the school is responsible for

returning to the Title IV accounts that must be calculated first. The student’s repayment obligation is

determined after the school’s share is calculated. If the student receives more SFA Program assistance than

the amount earned, the school, or the student, or both, must return the unearned funds as required. Western

University must return the lesser of

• The amount of SFA Program funds that the student does not earn; or

• The amount of institutional costs that the student incurred for the payment period or period of

enrollment multiplied by the percentage of funds that was not earned.

The student must return or repay, as appropriate, the remaining unearned SFA Program funds.

Order of Return of Title IV Funds

A school must return Title IV funds to the program from which the student received aid during the

payment period or period of enrollment as applicable, in the following order, up to the net amount disbursed

from each source:

• Unsubsidized Federal Stafford Loans

• Subsidized Federal Stafford Loans

• Federal Perkins Loans

Method of Order of Return of SFA Program Refunds

The student returns funds to loan programs in accordance with the terms of the loan. In other words, the

student will repay any unearned loan funds in the same manner that he or she will be repaying earned loan

funds.

Reference: Department of Education, Student Financial Aid Handbook, 2001-2002 Award Year.

WESTERN UNIVERSITY CALENDAR*

INDEPENDENCE DAY Thursday, Jul. 4, 2002

Last day of classes Wednesday, Jul. 3. 2002

Classes resume Monday, Jul. 8, 2002

CONVOCATION Saturday, Aug. 10, 2002

LABOR DAY

(no classes) Monday, Sept. 2, 2002

COLUMBUS DAY

(no classes) Monday, Oct. 14, 2002

THANKSGIVING RECESS

Last Day of Classes Wednesday (noon), Nov. 27, 2002

Classes Resume Monday, Dec. 2, 2002

WINTER RECESS

Last Day of Classes Friday, Dec. 20, 2002

Classes Resume Monday, Jan. 6, 2003

MARTIN LUTHER KING

HOLIDAY (no classes) Monday, Jan. 20, 2003

PRESIDENTS DAY

(no classes) Monday, Feb. 17, 2003

HONORS DAY Monday, Apr. 14, 2003

MEMORIAL DAY

(no classes) Monday, May 26, 2003

COMMENCEMENT TBA

*The College of Osteopathic Medicine of the Pacific, the College of Pharmacy, the College of Graduate

Nursing, and the programs of the College of Allied Health (MPT, PA, and MSHPE) maintain specific,

detailed program calendars. Please consult the appropriate program to determine additional official dates.

COLLEGE OF OSTEOPATHIC MEDICINE OF THE

PACIFIC

Doctor of Osteopathic Medicine Program

Accreditation

The academic program of the College of Osteopathic Medicine of the Pacific (COMP) is accredited by

the Bureau of Professional Education of the American Osteopathic Association.

The Osteopathic Philosophy

Osteopathic medicine is a contemporary school of medical thought and practice, founded on the concept

that the normal state of a person is health. The philosophy of osteopathic medicine has its roots in antiquity,

long before the life of its founder, Dr. Andrew Taylor Still. The philosophy of Dr. Still can be directly

related to the concepts and teachings of the Greek physician-philosopher, Hippocrates. This “father of

medicine” taught that disease is a natural process and that natural powers are the healers of disease. The

physician must assist nature, said Hippocrates, but attention should be focused on the patient rather than on

the disease. Dr. Still revived this concept and gave it a new meaning and implementation with a system of

diagnosis and treatment that made it the cornerstone of osteopathic medicine.

There are four fundamental principles of osteopathic diagnosis and treatment:

1. The body tends to be self-healing and self-regulatory in the disease processes. The ability to

maintain integrity in a continually changing external environment is mediated through an elaborate

communication network. The communication network embraces the circulatory and neuromusculoskeletal

systems.

2. Intimate interrelationships exist between structure and function at all levels of biologic

organization.

3. Abnormalities of the neuromusculoskeletal system are invariably present during disease. When

subjected to manually applied forces, these abnormalities are ameliorated coincidentally with the clinical

improvement of the patient.

4. Health is an equilibrium state and maintaining this state requires constant biological adjustment.

While employing osteopathic manipulation, the osteopathic physician utilizes other recognized

modalities for diagnosis and treatment. All modalities of treatment are based upon an evaluation of the

patient’s personal developmental stage, and family and social environment.

PERSONAL COMPETENCIES FOR ADMISSION AND MATRICULATION

A candidate for admission to the Doctor of Osteopathic Medicine Program must have the use of certain

sensory and motor functions, or reasonable accommodations, to permit him/her to carry out the activities

described in the sections that follow. Graduation from the program signifies that the individual is prepared

for entry into osteopathic postgraduate training programs. It follows that graduates must have the

knowledge and skills needed to function in a broad variety of clinical situations and to render a wide

spectrum of osteopathic patient care. The osteopathic medical student must be able consistently, quickly,

and accurately to integrate all information received by whatever sense(s) are employed. Also, he/she must

have the intellectual ability to learn, integrate, analyze, and synthesize data.

A candidate for the DO degree must exhibit abilities and skills in the five areas identified below. When

appropriate technological assistance is provided in the program, it may be permitted only as a reasonable

accommodation. Under all circumstances, a candidate should be able to perform the following in a

reasonably independent manner:

Observation

: Candidates and students must have sufficient vision to be able to observe demonstrations,

experiments, and microscopic laboratory exercises. They must be able to observe a patient accurately at a

distance and close at hand.

Communication

: Candidates and students must be able to communicate with patients and colleagues.

They should be able to hear with or without reasonable accommodations. Candidates and students must be

able to read English.

Motor

: Candidates and students should have sufficient motor functions to enable them to execute

movements (with or without reasonable accommodations) which are reasonably required to provide general

care and emergency treatment of patients (i.e., palpation, auscultation, percussion, and other diagnostic and

therapeutic modalities). Examples of emergency treatment reasonably required of osteopathic physicians

include: cardiopulmonary resuscitation, administration of intravenous medication, the application of

pressure to stop bleeding, the opening of obstructed airways, the suturing of simple wounds, and the

performance of simple obstetrical maneuvers and osteopathic manipulation. These actions require

coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of

touch and vision.

Intellectual, Conceptual, Integrative, and Quantitative Abilities

: Students must demonstrate problem

solving skills, which involve intellectual, conceptual, integrative and quantitative abilities. These abilities

include measurement, calculation, reasoning, analysis, and synthesis. Problem solving, the critical

intellectual skill demanded of an osteopathic physician, requires all of these intellectual abilities. In

addition, candidates and students should be able to comprehend three-dimensional relationships and

understand the spatial relationships of structures.

Behavioral and Social Attributes

: Candidates and students must possess the emotional health required

for full utilization of the intellectual abilities, the exercise of good judgement, the prompt completion of all

responsibilities attendant to the assessment and care of patients, and the development of mature, sensitive,

and effective relationships with patients. Candidates and students must be able to tolerate physically taxing

workloads, adapt to changing environments, display flexibility, and learn to function in the face of

uncertainties inherent in the clinical problems of many patients. Compassion, integrity, concern for others,

interpersonal skills, interest, and motivation are all personal qualities to be assessed during the admissions

and educational processes.

The Doctor of Osteopathic Medicine program, along with all other programs at Western University of

Health Sciences, shares a commitment to develop creative ways of opening the DO curriculum to

competitive, qualified individuals with disabilities. In doing so, however, the DO degree program must

maintain the integrity of its curriculum and preserve those elements deemed essential to educating

candidates to become effective osteopathic physicians.

ADMISSIONS POLICIES AND PROCEDURES

Western University/COMP accepts applications from all qualified candidates. More applications are

received from qualified candidates than can be admitted. While grades and Medical College Admission

Test (MCAT) scores are important in selecting candidates for admission and may suggest future academic

success, the Admissions Committee recognizes that these statistics, by themselves, do not guarantee later

success as a physician. Therefore, non-academic criteria are also important in making the selection. Western

University/COMP seeks a diverse and balanced student population and considers factors such as a well-

rounded background, work experiences, letters of recommendation, interest in and knowledge of

osteopathic medicine, and professional promise. To ascertain these factors, an on-campus interview is

required prior to action on an application. The College may exercise its discretion to rely upon additional

considerations. Western University/COMP is committed to admitting competitive, qualified individuals

with disabilities.

Early Admission Decision Program

Western University COMP is pleased to offer an Early Admission Decision Program. Qualified

applicants may take advantage of the Early Admission Decision Program if they apply only to Western

University/COMP and submit their application to ACOMAS prior to June 15.

Highly qualified candidates who have a strong preference for Western University/COMP are eligible for

an early admission decision. Candidates must have a minimum science GPA of 3.30, a minimum overall

GPA of 3.30, and a minimum average MCAT score of 9. All prerequisite coursework must be completed at

the time of application. The AACOMAS application must be filed prior to June 15. The Western

University/COMP supplementary application and all supporting documents must be filed prior to August 1.

Interviews and decisions are granted August through September. If you apply as an Early Admission

Decision candidate, you must apply only to Western University/COMP. For further information, and to

request an Early Admission Decision Program application form, contact the Admissions Office at (909)

469-5335, or write to:

Western University of Health Sciences

College of Osteopathic Medicine of the Pacific

Admissions Office

309 E. Second Street

Pomona, CA 91766-1854

Entrance Requirements

Candidates for admission to Western University/COMP must meet these requirements at the time of

application:

• Completion of ninety semester hours, or three-fourths of the credits required for a baccalaureate

degree, from a regionally accredited college or university.

• Completion of one academic year (or its equivalent) in English, biology, physics, inorganic

chemistry, organic chemistry, and behavioral sciences.

Applicants must submit their Medical College Admission Test (MCAT) scores. Information concerning

this test may be obtained from the pre-professional advisor at one’s college or directly from the MCAT

Program Office, 2255 North Dubuque Road, P.O. Box 4056, Iowa City, Iowa, 52243; phone (319) 337-

1357. This examination is offered in the spring and summer. Applicants are encouraged to take the

examination in the spring of their junior year. To be considered for admission, the MCAT examination must

be taken prior to January of the entering year.

Please note that the majority of candidates accepted for admission will have completed four or more

years of pre-professional study prior to matriculation, and that the quality of Western University/COMP

students is therefore relatively high. Successful candidates typically have both science and overall grade

point averages of 3.2 or above on a 4.0 scale and a mean MCAT score over 8.0. Please keep in mind that

academic grades and the MCAT score are just two of the factors used in the evaluation process.

AACOMAS

Western University /COMP, along with the other colleges of osteopathic medicine, participates in a

centralized application service through the American Association of Colleges of Osteopathic Medicine

Application Service, 5550 Friendship Blvd., Suite 310, Chevy Chase, Maryland 20815-7231. Individuals

interested in applying to Western University/COMP should write directly to AACOMAS for information

and application materials or obtain application request cards from the Western University/COMP

Admissions Office. At this time, applicants should also make arrangements to have official transcripts of all

prior undergraduate and graduate course work forwarded to AACOMAS.

Upon receipt of the initial application and transcript(s), AACOMAS will collate materials, compute

grades, and transmit standardized information to the applicant and to those osteopathic medical colleges

that the applicant designates. AACOMAS takes no part in the evaluation or selection of applicants. After

Western University /COMP conducts a review of the AACOMAS application, if both a minimum grade

point average of 2.5 on a 4.0 scale has been achieved overall, as well as in the sciences, and a minimum of

90 semester hours has been completed, the Admissions Committee may request additional information from

the applicant for further consideration. The above grade point average is a minimum, and candidates in the

2.5 GPA range need to be sure this represents sufficient academic strength to meet the academic challenges

at Western University/COMP. Previously, candidates admitted to Western University/COMP have had

substantially higher grade point averages.

Additional information will include the following:

• A supplementary application provided by Western University/COMP. This will be sent only after

receipt of the initial application from AACOMAS. There is a non-refundable supplementary

application fee of $60.

• An evaluation of the applicant’s work and accomplishments submitted by the Pre-Health Professions

Committee of the applicant’s college. If the college has no such committee, the student may submit

evaluations from three classroom professors, two of whom must be in the sciences.

• A letter of recommendation from a physician. A letter from a DO is preferred.

The supplementary required information must be returned within 30 days to the Director of Admissions,

Western University of Health Sciences/COMP, 309 E. Second Street, Pomona, California 91766-1854.

After the applicant’s file is complete, the Admissions Committee reviews it to determine whether the

candidate will be granted an interview. If a candidate is deemed promising, he or she is invited to the

campus at his or her expense. The candidate should plan to spend a full day on campus for orientation and

the interview. Orientation consists of information on the curriculum, financial aid, student services, and

clinical rotations; lunch with a Western University/COMP student; a personal interview with members of

the Admissions Committee and faculty; and a tour of the facilities. The Committee evaluates the candidate’s

application and interview. The candidate is notified regarding the status of his or her application in

approximately three weeks.

Note: Candidates accepted to Western University/COMP must have a complete set of official transcripts

mailed to the Admissions Office no later than July 1. AACOMAS retains the original set of transcripts it

receives from applicants.

Transfers from Other Schools

Western University/COMP offers a transfer program for persons who have completed one or more years

of medical studies at a medical school accredited by the American Osteopathic Association (AOA).

Candidates seeking transfer must be in good academic standing at the school where they are enrolled and

be eligible for continuation there. Candidates are expected to meet the minimum entrance requirements that

are required of our entering first-year students. Please refer to the Admissions Policies and Procedures

section in the catalog for specific information regarding these requirements.

Transfers from an LCME accredited medical school or college to Western University/COMP requires

that no less than the last fifty-percent (50%) of instruction is completed at Western University/COMP. In

the case of such transfers, requirements for osteopathic manipulative medicine must be completed before

graduation.

Transfer applications are available from the Admissions Office after September 1. The application

deadline for students wishing to transfer into the second year is March 1

. The deadline for students wishing

to transfer into the third year is January 1. Requests for transfer into the fourth year are not accepted.

Transfer candidates must provide:

• Official transcripts from all colleges and universities attended.

• Official transcripts showing the successful completion of studies at the osteopathic medical school

where currently enrolled.

• Official MCAT scores.

• Letters of recommendation from three science professors at your college of osteopathic medicine are

required, as is a letter from a DO.

• A completed transfer application, accompanied by a non-refundable application fee of $100

Upon request, candidates must submit a letter of good academic standing from the Academic Dean of

the osteopathic medical school where currently enrolled. If an interview is granted, candidates are invited to

the campus at their own expense. Candidates should plan to spend a half day on campus for orientation and

interview. Approximately three weeks after the interview, candidates will receive a letter stating the

decision of the Admissions Committee. Acceptance of a transfer student will be dependent upon the

student’s current academic good standing, qualifications, and academic compatibility. and available space at

Western University/COMP. Confirmation of available seats does not occur until mid-June.

Decisions of the Admissions Committee regarding the admission of applicants to the Doctor of

Osteopathic Medicine program are final.

Applications materials are to be sent directly to:

Western University/COMP, Admissions Office

309 E. Second Street

Pomona, California 91766-1854

REGISTRATION

First year students are required to register by the registration date specified in the University Calendar

by the Registrar. Students in subsequent years must complete registration materials, including financial

arrangements, prior to the dates specified in the Program Calendar (below). Matriculation and graduation

are subject to the satisfactory completion of all academic requirements and payment of all outstanding debts

to the University. The receipt of a final transcript from an undergraduate college and a physical examination

with documentation of required immunizations prior to registration are additional requirements for

incoming students. Also, all students must show proof of current health insurance coverage at the time of

registration. This coverage must be in effect throughout the academic year. If there is no proof of current

coverage, a policy provided by the University is available. Attendance at Orientation is mandatory for all

incoming first-year students.

TUITION AND FEES

By action of the Board of Trustees, DO tuition and fees for the 2002-03 academic year (subject to

change) are as follows:

ACADEMIC YEAR 2002 - 2003

$29,410 Tuition (Annual)

For DO applicants accepted at Western University, the tuition deposit is $1,000, payable within two

weeks after notification of acceptance. This payment is nonrefundable. An additional payment of $1,000 is

due by May 15 for those accepted for admission prior to May 1 and by June 15 for those accepted after May

1. This additional payment is non-refundable. Upon matriculation the entire $2,000 is applied toward the

total tuition. For applicants who are granted deferred admission to the DO program, the entire $2,000

deposit required to hold a seat in the next year’s class is non-refundable. An additional enrollment deposit

of $500 is due on May 15 of the entering year. This total deposit of $2,500 is non-refundable and will be

applied toward tuition, upon registration and matriculation. If an applicant fails to register, all tuition

deposits are forfeited.

$40 Student Body Fee (1

and 2

year). Covers student government expenditures, social activities and

public relations.

$20 Student Body Fee (3

and 4

year)

Other Fees and Expenses

$600 Medical Equipment

$800 Required and Recommended Texts-Fall

$300 Required and Recommended Texts-Spring

$45 Anatomy Supplies-Gloves, Scrub, Dissection Kit

$30 (per day) Late Registration Fee

$50 Special Examination Fee

$40 Lost Locker Key

$10 Lost ID Badge

$5 (each) Copy of Official Transcript

$0.25 (per page) Copy of Student File Material

Replacement cost Breakage Fee

National Board Fees

The College requires students to take all sections of COMLEX Level 1 and Level 2 of the National

Board of Osteopathic Medical Examiners as one of the requirements for graduation. These fees, which are

subject to change by NBOME, are currently as follows:

$315 NBOME, COMLEX Level 1 (end of second year)

$315 NBOME, COMLEX Level 2 (end of fourth year)

Clinical Rotations Expenses

During the third and fourth years, some students may elect to do some clinical rotations away from the

Pomona area. In addition, students are required to return to campus several times during the clinical years

for various educational experiences, conferences, etc. Any travel, food, housing or other expenses incurred

by these activities or plans are the student’s responsibility. Some rotations done at or through other

institutions (e.g., certain hospitals or other medical schools) may involve application fees and/or other

charges. Because of the elective and individual nature of the experience, these fees are also the student’s

responsibility.

ACADEMIC REQUIREMENTS

Academic Advisement

Students will be assigned a faculty advisor upon matriculation. The academic advisor-student

relationship can become one of the most valuable aspects of medical education. It provides an opportunity

to develop sustained individual contacts between faculty and students on both academic and personal levels.

If either the student or the instructor does not find the relationship helpful, either is free to seek a change.

Such changes are arranged through the Director of COMP Student Services.

Grading Policies and Credit Hours

Official grades are turned in to the Registrar from the Dean of COMP, at which time the online student

records system, BanWeb, is updated. Official grade reports and unofficial transcripts will be available on

the BanWeb student records system throughout the academic year. For more information on how to access

the BanWeb student records system, visit the Registrar’s website at http://www.westernu.edu/registrar

COMP uses a combination of numeric scores and letter grades. A numeric score—listed as a

percentage—is used in the MS I and II years. A 4-value letter grade is used in the last two years.

Grades are reported according to the following values:

MS I, II MS III, IV

Percentage

Interpretation Letter Grade Equivalent Percentage*

90-100 Excellent (numeric range 90-100) A (95)

80-89 Good (numeric range 80-89) B (85)

70-79 Satisfactory (numeric range 70-79) C (75)

Below 70 Unsatisfactory (numeric range less than 70) U (69)

I Incomplete 0

M Missing 0

W Withdrawal 0

Cr Credit 0

NCr No Credit 0

Cert Certification 0

AU Audit 0

*Percentages are used in the third and fourth years only to calculate cumulative numeric scores and class

rankings.

Credit Calculations: Courses are rated at one credit hour for each 12 hours of lecture or 24 hours of

laboratory and/or practice sessions. Credit hours of 2.5 will be assigned for each week of clinical rotations.

A cumulative numeric score/grade point average will be calculated and posted on the transcript. Class

ranking is also computed, and will appear on the transcript at the student’s request only. Class ranking is

also available upon request in the Registrar’s Office. Cumulative class ranking for transfer students will not

be calculated. Osteopathic undergraduate teaching fellows will not be ranked until their final year.

Cumulative Numeric Scores/Grade Point Average: The cumulative numeric score will be calculated

at the end of each semester during the first two years of the curriculum with the average of all course

numeric scores weighted by the number of course credit hours attempted. The grade point average will be

calculated at the end of each semester for 3

and 4

year students with the sum of earned grade points

divided by the sum of credit hours passed and failed. If a course, system, or clinical rotation is repeated or

remediated, only the last score/grade earned enters into the computation of the cumulative numeric

score/grade point average, but the original numeric score/grade remains on the student’s transcript.

After completion of the second year program, a student with a cumulative numeric score of 75% or less

may have all third year clinical rotations assigned by the Associate Dean for Academic Affairs & Clinical

Education.

Grade Changes: No numeric score or grade will be changed unless the instructor certifies in writing to

the Associate/Assistant Dean for Academic Affairs and the Registrar that an error in computing or recording

the grade/score occurred. Changes are also recorded when the student has remediated a numeric score of

below 70% or an Unsatisfactory grade after being directed to do so by the Dean of Osteopathic Medicine,

as recommended by the Student Academic Progress Committee.

For on-campus courses, students have a maximum of two weeks from the time examination results are

returned to them to bring any errors or irregularities in grading to the attention of the instructor. All

recorded grades remain on the official transcript unless a clerical error has occurred. Remediated grades are

re-recorded along with the original numeric score in the first two years. Only the remediated score/grade is

calculated into the GPA/cumulative numeric score.

For third- and fourth-year students, no grade will be changed after one month from the time the grade is

recorded in the Office of the Registrar. Within the above-designated time, grade changes for clinical

rotations will be considered only under the following three conditions:

1. When the Office of Clinical Rotations receives a signed written statement from the preceptor

specifying that a clerical error has been made regarding a grade, and that the purpose of the change is to

correct that clerical error.

2. When the preceptor to whom the student was assigned submits a signed written request to have the

grade changed. The request must include justification for making the change.

3. When a remediation process that has been directed by the Student Academic Progress Committee

and authorized by the Dean is completed and a written evaluation is received in the Office of Clinical

Rotations.

All grade changes must have the approval of the Dean of Osteopathic Medicine or his/her designee. The

student should make every effort to discuss his/her evaluation(s) with the assigned preceptor(s) prior to

leaving the clinical rotation.

Incomplete Rotations: If a student leaves a rotation before it is finished without the permission of the

Assistant Dean for Academic Affairs, or is asked to leave a rotation by the Preceptor or the Director of

Medical Education of a hospital, a grade of “U” on that rotation may be assigned by the Dean of

Osteopathic Medicine or Assistant Dean for Academic Affairs.

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” is not counted in the grade point calculations until a letter grade

is issued to replace the “I.” 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 Osteopathic Medicine.

Replacement of an “I” will be under the direction of the instructor with the approval of the Dean or

his/her designee. If the required work is not completed within the specified time, the “I” will be converted

to the score provided by the faculty. It is to the student’s advantage to arrange to make up any incomplete

work as soon as possible. The incomplete (I) remains on the transcript indicated by an asterisk and followed

by the grade/numeric score earned.

Credit Courses (Cr/NCr): Courses graded for Credit/No Credit are those designated by the faculty as

courses required for promotion but not assigned letter grades. The student must satisfy the requirements of

these courses to receive credit.

Exemption from Individual Core Curriculum Course

Students with advanced work or degrees in a particular subject may formally petition the professor and

the Dean of Osteopathic Medicine for credit for an individual core curriculum course. The petition must

include the reasons for the request and all necessary documentation, and must be submitted by the end of

the first week of class. The student must comply with the attendance policy until notification that exemption

has been granted. The professor(s), before recommending exemption, will require acceptable performance

on an examination. The professor(s), in consultation with the Dean of Osteopathic Medicine may suggest

other alternative or additional criteria for determining exemption.

Standards of Satisfactory Progress

Students must maintain a cumulative numeric score of at least 70% on a yearly basis during the first two

years and a “C” average during the last two years to be considered making satisfactory academic and

professional progress. A final numeric score below 70% during the first two years or a “U” in the last two

years must be remediated for promotion or graduation.

Examination Policies

For most examinations, students may be given assigned seats and are expected to place themselves

accordingly, unless prior arrangements have been made with the appropriate coordinator or instructor.

Students will rigorously avoid any situation that lends either the opportunity to give, or the appearance

of giving, information that can benefit another student’s examination score. Students are not to discuss

examination questions with other students during any examination that is administered in segments or over

extended time periods.

During scheduled examination hours, students will not be allowed to leave the exam room except in an

emergency and as excused by the proctor. If a student is excused to leave the room temporarily, the proctor

will hold the student’s examination until his/her return.

Once a student finishes an exam and leaves the examination room, he or she will not be permitted to re-

enter the room until the exam is declared over.

All students’ belongings, such as notebooks, calculators, headwear, and headsets, will be kept in front of

the room. No food or drink will be allowed during examinations.

No student questions related to the exam or its content will be answered during the examination period.

Students are permitted to point out typographical errors in the examination notebook.

Violations of Examination Policies

Violations of these examination policies or the Standards of Professional Conduct will be brought to the

attention of the Dean and, subsequently, may be brought before the Student Conduct Committee.

Students who observe a suspected violation during an exam should report this to the proctor rather than

attempt a personal intervention. Persons making verbal allegation must submit a written report to the Dean

or his/her designee during the same day that the incident occurs.

The Dean may make an executive decision on the matter or, if deemed appropriate, convene the Student

Conduct Committee as soon as possible to investigate the allegation. The student may also request a

convening of the Committee. If conclusive evidence that a violation has occurred is presented to the Student

Conduct Committee, recommendations to the Dean may include, but are not limited to, the following

sanctions:

1. Dismissal from the academic program.

2. Suspension from the program for a designated period of time.

3. Academic probation, the period to be recommended by the Committee.

4. Make-up examination, including written and/or oral. The numerical grade on a make-up

examination will be 80% of the grade attained.

While an alleged violation is being examined by the Student Conduct Committee, the status of the

students involved in the case will remain unchanged pending the outcome of the investigation on this issue.

In the case of insufficient evidence, the committee will recommend to the Dean that no action be taken

against the student(s).

After the receipt of the recommendation of the Student Conduct Committee by the Dean, the disposition

of the incident will be conveyed to the involved student(s) by the Dean, in writing, as soon as possible.

Students on Clinical Rotations – COMLEX Examinations

Students on rotation when the COMLEX Levels 1 and 2 examinations are offered may arrange to take

time off immediately prior to and during administration of the examination. Western University/COMP

requests all training program directors and/or preceptors to release students three working days (weekends

included) before the exam. Students should be released by 7:00 a.m. and expected to return to duty by 7:00

a.m. on the day after the examination is concluded. For example, if the exam is administered on Tuesday

and Wednesday, the student should be released from duty on Saturday morning at 7:00 a.m., returning by

7:00 a.m. on Thursday morning. For clarification and assistance on these matters, students on rotations may

contact the Rotations Office toll-free at 1-800-249-9131.

Promotion

Promotion is defined as academic and professional progression from one academic year to the next. The

Student Academic Progress Committee will recommend a student to the Dean of Osteopathic Medicine for

promotion. A student may not be recommended for progression from one academic year to the next with an

outstanding grade of “I,” “NCr” in a required course, a “U” or final numeric score of less than 70%, or a

yearly cumulative numeric score of less than 70% (or grade point average below 2.0).

When considering a student for promotion, ethical, professional, and personal conduct may also be taken

into consideration (see Probation in University Academic Policies section).

A student will be promoted provided that all legal and financial requirements of the University, as stated

in the University Catalog, have been satisfied. All academic requirements must be met within a maximum of

six academic years as a condition for recommendation for graduation.

All students entering after July 1, 2001 are required to pass Level 1 of the COMLEX examination before

they are allowed to enter into the fourth year. Students will have taken and passed Clinical Performance

Evaluation before promotion to the third year.

Veterans

Veterans who fail to maintain satisfactory progress for more than one semester will not be certified to

receive any Veteran’s benefits until they have corrected the situation and are making satisfactory progress.

Graduation

A student will be recommended for the degree Doctor of Osteopathic Medicine provided he/she:

1. Has completed at least four years in an accredited osteopathic college or equivalent.

2. Has been enrolled in Western University of Health Sciences/COMP during his/her final two

academic years.

3. Is not on probation and has completed all prescribed academic requirements with a cumulative

numeric score of at least 70% (a grade point average of at least 2.0) and has no outstanding grade

of I or U or a grade of “NCr” in a required Credit/No Credit course.

4. Has successfully taken all sections of Level 1 of the COMLEX examination of the NBOME.

Beginning with the Class of 2003 (entering in 1999), he/she has taken all sections of Level 1 and

Level 2 of the COMLEX.

5. Has demonstrated appropriate ethical, professional, or personal conduct, as defined in the

University Catalog, “General Academic Policies and Procedures” section, thus making it

appropriate to award the degree of Doctor of Osteopathic Medicine.

6. Has complied with all the legal and financial requirements of the University as stated in the

University Catalog.

7. Is expected to complete all requirements for graduation by the subsequent December 31 and is

expected to march with his/her class in the graduation ceremony. Diplomas will be dated as

appropriate to the completion date of the academic requirements.

8. Unless special permission has been granted by the President of the University, all students must

participate in person in the commencement program at which the degree is conferred. If the

President grants special permission to be excused from graduation, the graduate may be required to

present himself or herself at a later date to the Dean of Osteopathic Medicine to receive the

diploma and take the required oath.

Probation

Students may be placed on Probation for the following reasons (these are in addition to the reasons listed

in the General Academic Requirements section on Probation):

1. Inadequate academic progress as determined by the Student Academic Progress Committee. These

include, but are not limited to, receiving a numeric score less than 70% in the first two years in any

course or system, a grade of NCr in a required Cr/NCr course, or a “U” in any clinical rotation or EFM

course.

2. A cumulative percentage score of less than 70% in the first two years, or a GPA of less than 2.0 in the

last two years.

3. When directed to repeat a year for academic reasons.

4. Seriously deficient ethical, professional, or personal conduct.

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 a score less than 70% in the first semester will be

removed from probation after one semester provided he/she has regained a cumulative score of at least a

70% and has remediated the course.

A first or second year student will be removed from probation when all scores below a 70% have been

remediated satisfactorily according to the following Remediation section.

A third or fourth year student on probation because of a “U” grade in a clinical rotation or in an EFM

course must remediate the “U.” The student will then be reviewed by the Student Academic Progress

Committee at the end of the academic year and may be recommended for continuation of, 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.

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.

Students who receive a final numeric score below 70% in a course or system during the first two years, a

cumulative numeric score below 70%, or a “U” in a clinical rotation in years three or four, will be reviewed

by the Student Academic Progress Committee.

Where deemed appropriate, the Student Academic Progress Committee, after consultation with the

course instructor, system coordinator, and/or Director of Clinical Rotations, may recommend any one of the

following options:

1. Take a comprehensive examination.

2. Complete special projects or studies in the deficient area(s).

3. Repeat the course, system, or rotation

4. Repeat the academic year.

5. Withdraw from the University (see Dismissal section for criteria for this option).

The score/grade achieved by remediation will be the score/grade recorded except that the highest

score/grade a student may earn by options 1 or 2 (above) is a score of 70% in the first two years and a “C”

in the last two years. The score/grade achieved by remediation will be re-recorded on the transcript along

with the original score/grade.

Numerical scores or grades earned during an attempted remediation of a course, system, or clinical

rotation will be reviewed critically by the Student Academic Progress Committee, Associate/Assistant Dean

for Academic Affairs, and the Dean of Osteopathic Medicine. Failure to earn at least a 70% in the first two

years or a “C” in the last two years or “Cr” may result in dismissal from the College or repeating the

academic year.

Decisions regarding remediation will be made on an individual basis after considering all pertinent

circumstances. The decision will be made by the Dean of Osteopathic Medicine, based upon the

recommendation of the Student Academic Progress Committee. 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, system coordinator, Director of Clinical Rotations, clinical

preceptor, and the student involved, as is appropriate.

A student who is required to remediate a course must be notified in writing by the Dean of Osteopathic

Medicine 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 of Osteopathic Medicine or his/her designee and the student.

Remediation: Financial Aid Policy

If the student, at the end of the academic year, is still considered to be making unsatisfactory progress

and must remediate, he/she is removed from the list of eligible Title IV and Title VII financial aid

recipients.

Remediation of courses during the summer is not covered by any financial aid and cannot be considered

an expense item for the following year. Students will attend at their own expense. Appropriate tuition and

fees will be determined by the Executive Vice President of Finance and Administration in consultation with

the Executive Vice President for Academic Affairs and the Dean of Osteopathic Medicine.

Five Year Program

Effective July 1, 2000, students will no longer be admitted to the Five Year program. The following

rules and requirements remain applicable only for students currently enrolled in the Five Year Program.

The decision to enter the Five Year Program is a one-time student option. At the time the student opts

for the Five Year Program, prior courses completed and graded will be shown on the transcript. The words

“Five Year Program” will be printed at the beginning of the transcript.

During the second semester of the first year (I-A portion), the student will audit the Dermal,

Neurosensory, Musculoskeletal Systems, and Introduction to Clinical Medicine. These will be listed on the

transcript along with the designation “Au.” If a student chooses to take the examinations in audited courses

and does well, it will not be possible to convert the “Au” to a grade.

Before going on the Five Year Program, the student will be required to repeat any courses that were

completed and graded in which a “U” grade was received. Courses that are remediated will be taken

concurrently with the courses taken in the second year (I-B portion) of the Five Year Program.

Recommendations for remediation will be made to the Dean of Osteopathic Medicine by the Student

Academic Progress Committee.

The student’s progress will be monitored carefully each semester by the Student Academic Progress

Committee, the Associate/Assistant Dean for Academic Affairs, and the Dean of Osteopathic Medicine.

Students in the first two years of the Five Year Program will be dismissed if their grade point average is

below 2.0 at the end of any semester or if they receive a final grade of “U” or “NCr” in any course.

Students admitted to this program will be charged one year of full tuition for year I-A of the Five Year

Program. Western University charges tuition for five years, however, the tuition charged for years IB, II, III

and IV are seventy-five percent of the published tuition for other DO students.

Five Year Program Schedule

YEAR I-A:

First Semester Credit Hours Second Semester Credit Hours

Gross Anatomy 14.5 OP&P 2.5

OP&P 2.0 Medical Ethics Cr

Embryology 1.0 Substance Abuse Cr

Histology 2.0 BCLS (during orientation)

TOTAL 19.5 TOTAL 2.5

(Audit: Introduction to Clinical Medicine, Dermal, Neurosensory, and Musculoskeletal Systems)

Summer I: Enrollment in and successful completion of a Study Skills Course

YEAR I-B:

First Semester Credit Hours Second Semester Credit Hours

Biochemistry 4.5 Introduction to Clinical Medicine Week 2.0

Microbiology 5.5 Dermal System 4.0

Pathology 2.5 Neurosensory System 19.0

Physiology 1.5 Musculoskeletal System 8.5

Pharmacology 3.5

TOTAL 17.5 TOTAL 33.5

(The student must attend the MS I Classes that OP&P TA’s attend and, at the discretion of the OP&P

Department Chair, may be used as an OP&P TA.)

YEARS II, III, & IV: In year II, the student will re-enter the standard COMP curriculum, and will

continue in the standard curriculum throughout years II, III and IV.

Dismissal

The University may require withdrawal at any time it deems necessary to safeguard its standards of

scholarship, conduct, and orderly operation. The Student Academic Progress Committee may recommend

dismissal of a student for the following reasons:

1. Receiving a cumulative numeric score of less than 70% at the end of the first or second year.

2. Receiving a final percentage scores below 70% in two or more courses or systems totaling more than

25% of the total credit hours for the first or second year.

3. Receiving unsatisfactory grades in three clinical rotations in one academic year.

4. Receiving a final percentage score of below 70% (in the first two years) or a “U” (in the last two years)

in a remediated course, system, or clinical rotation.

In addition, the Student Conduct Committee may recommend dismissal (see General University

Academic Policies section of this catalog for more information.)

Student Academic Progress Committee

The Student Academic Progress Committee is comprised of five faculty members with the following ex

officio members: the Director of COMP Student Services, the University Dean of Student Services, the

Assistant/Associate Deans for Academic Affairs, and Director of the LEAD Office.

The Student Academic Progress Committee shall periodically review the academic achievements and

performance of all students. The Registrar shall provide the names and grades of students in academic

difficulty to the Student Academic Progress Committee. Additional input may be obtained as appropriate

from the Dean of Osteopathic Medicine and the Office of Clinical Education.

After reviewing a student’s performance records, the Student Academic Progress Committee may

recommend to the Dean any of the following courses of action: promotion, probation, remediation,

dismissal from the College, educational assessment and other appropriate recommendations. It may also

recommend that no action be taken.

The Student Academic Progress Committee also has the responsibility of recommending to the Faculty

as a whole the awarding of the degree of Doctor of Osteopathic Medicine to all students who satisfactorily

complete all requirements for graduation as stated in the University Catalog.

All recommendations of the Student Academic Progress Committee shall be in writing to the Dean, who

will make the information available to the affected student.

Attendance and Absences

Attendance is required at all scheduled instructional periods. Absence from instructional periods for any

reason does not relieve the student from responsibility for the material covered during the periods. Frequent

absences will be viewed as violations of the Standards of Academic and Professional Conduct.

Implementation of the attendance policy for on-campus courses will be the responsibility of the

Assistant/Associate Dean for Academic Affairs.

Students are required to be present for all scheduled examinations and cannot begin an examination

more than 15 minutes after the scheduled time without permission from the Assistant/Associate Dean for

Academic Affairs or his designee. For a student to be considered to take any examination at other than the

scheduled time, the student must have prior approval by the Assistant/Associate Dean for Academic Affairs.

A student who cannot attend an exam due to unforeseen circumstances, including illness, should phone or e-

mail the Assistant/Associate Dean for Academic Affairs and Course instructor/System Coordinator as soon

as possible prior to or after the exam has been administered. A written explanation of the absence (including

documentation on physician letterhead, in the case of illness) must be provided to the Office of the

Associate/Assistant Dean for Academic Affairs and the Course Instructor/System Coordinator the next day

the student is on campus.

If a student misses an examination, the Assistant/Associate Dean for Academic Affairs, in consultation

with the Course Instructor/System Coordinator, 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 Instructor/System Coordinator; 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 Assistant/Associate Dean for Academic Affairs and the Course

Instructor/System Coordinator), this is grounds for summary failure (a score of zero) for that examination.

In the case of an unexcused absence, the student who fails the examination will be referred to the Student

Academic Progress Committee for recommendations regarding remediation or dismissal. In this case, if the

Student Academic Progress Committee recommends that the student take a remediation examination, the

maximum score that the student can achieve on the examination will be 70%. If the student fails to take

either a make-up or a remediation examination at the time designated by the Course Instructor/System

Coordinator, 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 Student Academic Progress Committee, as described above.

In such a case, a written report will be sent by the Course Instructor/System Coordinator to the Office of the

Assistant/Associate Dean for Academic Affairs, with a copy sent to the Chair of the Student Academic

Progress Committee and the Dean of Osteopathic Medicine for appropriate disposition.

Policies for attendance and absences during the third and fourth years are published in the COMP

Clinical Rotations Manual.

CURRICULUM

The curriculum at COMP is a four-year, full-time academic and clinical program leading to granting the

degree of Doctor of Osteopathic Medicine (DO). This curriculum stresses the interdependence of the

biological, clinical, behavioral, and social sciences. The emphasis is on educating physicians for primary

care medicine, employing the distinctive osteopathic principles, for the maintenance of health and treatment

of disease.

COMP’s educational program is centered around the basic concepts of osteopathic medicine. The

College of Osteopathic Medicine of the Pacific identifies and develops the knowledge, the cognitive and

psychomotor skills, and the personal and professional behaviors required of an osteopathic primary care

physician in order to provide competent and comprehensive health care to all members of a family on a

continuing basis. This academic program is intended to meet the following goals:

• To accord primacy to the role of the musculoskeletal system in the total body economy.

• To recognize and emphasize the inherent capacity within the total person to overcome disease and

maintain health; to educate physicians to cooperate with this therapeutic capacity in their methods of

treatment.

• To provide sufficient academic training to make students aware of health needs that must be referred to

a specialist.

A primary care physician must be skilled in problem solving and demonstrate expertise in diagnosis. In

order to achieve this goal, the COMP curriculum emphasizes the integration of basic and clinical sciences in

medical practice. With this approach, practice in problem solving becomes a part of the learning

experience.

The curriculum is divided into three phases:

1. Introduction to the basic sciences.

2. Correlated system teaching, incorporating basic and clinical sciences in the study of ten (10) organ

systems of the body.

3. Clinical experiences.

Various extracurricular activities also contribute to the personal and professional growth of students.

The four-year curriculum has been developed to prepare the graduate for the post-doctoral training years

of his/her choice.

Summer Preparatory Program

The College offers an optional three-week introductory preparatory program to a selected number of

incoming DO students. Students will purchase a workbook and remit a tuition fee of $300. (See course

description for DO 5001 below for additional information.)

PRE-CLINICAL CURRICULUM

PHASE I: First Year, First Semester (Core courses)

The first semester of the first year is designed to introduce the students to the basic concepts of anatomy

(gross, embryology, and histology), biochemistry, microbiology, pathology, pharmacology, and physiology.

Osteopathic principles and practice are interwoven throughout the curriculum.

DO 5010 Biochemistry (4.5 credit hours)

DO 5025 Medical Genetics (1 credit hour)

DO 5030 Gross Anatomy (12.5 credit hours) or DO 5002 (12.5 credit hours)

DO 5035 Developmental Histology (3 credit hours)

DO 5050 Microbiology (5 credit hours)

DO 5060 Pathology (2.5 credit hours)

DO 5070 Pharmacology (2.5 credit hours)

DO 5080 Physiology (1.5 credit hours)

DO 5090 Osteopathic Principles and Practice I (2 credit hours)

PHASE II: First year, second semester through second year, second semester

This phase begins in the second semester of the first year and continues throughout the second year. The

basic and clinical sciences concerned with one particular organ system of the body are integrated in

classroom instruction. This approach emphasizes the relevance of basic sciences to clinical practice. The

osteopathic approach is continually emphasized by lecture and laboratory demonstration, including

manipulative techniques. Other courses not directly related to a system are also included in Phase II.

First Year, Second Semester:

DO 5110 Dermal System (3.5 credit hours, 4 weeks)

DO 5120 Neurosensory System (15.5 credit hours, 10 weeks)

DO 5130 Musculoskeletal System (6.5 credit hours, 4 weeks)

DO 5140 Medical Ethics (Cr/NCr)

DO 5150 Introduction to Clinical Medicine (ICM) I (2 credit hours, 1 week)

DO 5160 Behavioral Science and Substance Abuse (4 credit hours)

DO 5190 Osteopathic Principles and Practice II (2.5 credit hours)

Second Year, First Semester

DO 6010 Blood and Reticuloendothelial System (6.5 credit hours, 3 weeks)

DO 6020 Cardiovascular System (9.5 credit hours, 9 weeks)

DO 6030 Public Health (1.5 credit hours, 1 week)

DO 6040 Respiratory System (9 credit hours, 7 weeks)

DO 6050 Psychiatry (2 credit hours)

DO 6090 Osteopathic Principles and Practice III (2.5 credit hours)

Second Year, Second Semester

DO 6110 Renal System (5 credit hours, 3 weeks)

DO 6120 Endocrine System (5.5 credit hours, 3 weeks)

DO 6130 Reproductive System (7 credit hours, 4 weeks)

DO 6140 Gastrointestinal System (11 credit hours, 7 weeks)

DO 6150 Introduction to Clinical Medicine (ICM) II (Cr/NCr)

DO 6160 Medical Jurisprudence (1.5 credit hours)

DO 6171 Differential Diagnosis (Cr/NCr)

DO 6172 Emergency Medicine (Cr/NCr)

DO 6173 Geriatrics (Cr/NCr)

DO 6174 Human Sexuality (Cr/NCr)

DO 6175 Nutrition (Cr/NCr)

DO 6176 Pediatrics (Cr/NCr)

DO 6190 Osteopathic Principles and Practice IV (2.5 credit hours)

*Clinical Performance Evaluation will be administered at the end of Phase II of the curriculum. Students are

required to pass this evaluation in order to be promoted to Phase III of the curriculum.

PHASE III: Clinical Training - Third and Fourth Years

Rotations Office

The Director of Clinical Education and the Rotations Office staff are dedicated to providing our students

with the best possible clinical education and providing exceptional service to everyone with whom they

interact. The Office assists COMP and its students with planning for and completion of their clinical

training in the third and fourth years.

Goals

The goals of COMP’s clinical curriculum include preparing each COMP student with the knowledge,

attitudes, and skills to excel in their chosen postdoctoral training program. Specifically, the student will be

able to:

• Identify the wide range of normal human functioning.

• Recognize, diagnose and treat the most commonly encountered health conditions in a primary care

practice.

• Recognize, diagnose and treat the acute, life-threatening conditions encountered by the primary care

physician.

• Differentiate common health problems from less common diseases.

• Recognize conditions or situations that are best handled by consultation and/or referral.

• Provide continuity of health care beginning with initial patient contact.

• Assess and treat chronic medical conditions in various stages of progression.

• Develop appropriate, professionally intimate relationships with patients.

• Understand patients’ individual concerns and incorporate those concerns into routine patient care.

• Integrate osteopathic philosophy and practices into routine patient care.

• Access medical references, including up-to-date medical literature, to understand current medical

knowledge and thought.

• Understand and apply the concepts of community-oriented primary care, epidemiology, health

screening, and prevention.

• Understand and work with the family unit to improve the health and welfare of the individual patient

and his/her family.

Clinical Curriculum

COMP’s clinical curriculum consists of the following four-week rotations:

Third Year

1 Family Practice

3 Internal Medicine (2 General; 3

General or other, such as GI, Cardiology, or Pulmonology)

1 Surgery (General)

1 Pediatrics

1 Psychiatry

1 Obstetrics/Gynecology

1 Osteopathic Manipulative Medicine

1 Primary Care Selective (Geriatrics, Family Medicine, Internal Medicine, Pediatrics, Ob/Gyn)

1 Elective

1 Vacation (not as first rotation)

Fourth year

1 Family Practice

2 Internal Medicine (General and or subspecialty such as GI, Cardiology, Pulmonology, or

Neurology)

1 Surgery (General or subspecialty)

1 Emergency Medicine

5 Electives

1 Vacation

Each year’s curriculum requirements may be completed in any order. There is a mandatory four-week

break at the end of the MS III year. The minimum length of a rotation is four weeks. Rotations may not be

split. A substantial number of rotations may be assigned for MS III and IV years by the Rotations Office,

including a block of rotations (four to six). The student may express a preference for preceptors and

geographic locations for the remaining rotations.

Implementation

Preceptors and hospitals will implement the curriculum in a manner that balances the learning needs of

the students and the educational resources available at the site. Preceptors and sites are encouraged to use a

variety of teaching techniques including observation, monitored participation, video and audio recordings,

computers, readings, individual discussions, and presentations by students, faculty and others to enhance

learning.

Non-Clinical Experiences

Non-clinical experiences like conferences, tumor boards, quality assurance meetings, hospital

committees, etc., are important for students to observe in order to help them understand and appreciate the

full spectrum of activities expected of physicians. Supervising physicians are encouraged to invite students

to participate in as many non-clinical experiences as are practical.

Procedural Skills

Part of the College’s expectation is that students will gain a knowledge and understanding of various

procedural skills. In addition to proficiency in the manual aspects of procedural skills, the College expects

that the student will understand the indications, contraindications, risks, benefits, and alternatives for

various procedures. Student performance of any procedure on a patient must be under the direct supervision

of the assigned preceptor or their professional designee.

Evaluation of Students on Clinical Rotations

The “preceptor of record” is the physician to whom the student is assigned for a given rotation according

to the Rotations Office records. That physician is responsible for the rotation evaluation, including

assigning a rotation grade. If the preceptor of record does not assign a grade, the Assistant Dean for

Academic Affairs will determine a grade for the rotation.

Recording of Grades

For any reason other than a clerical error, no grade may be changed more than 20 business days after the

Clinical Rotations Office reports it to the Registrar. Within those 20 days, a grade may be changed only if

the Rotations Office receives a signed statement from the preceptor specifying that such a clerical error had

been.

COURSE DESCRIPTIONS

Courses listed in this catalog are subject to change through normal academic channels. New courses and

changes in existing course work are initiated by the appropriate disciplines, departments, or programs,

approved by the Curriculum Committee, the faculty, the Dean of Osteopathic Medicine, and the Executive

Vice President of Academic Affairs. COMP uses a combination of numeric scores and letter grades. A

numeric score—listed as a percentage—is used in the MS I and II years and a 4-value letter grade is used in

the last two years.

DO 5001 Summer Preparatory Program (0 credit hours, Cr/NCr)

The Summer Preparatory Program prepares incoming students for the Gross Anatomy course and

provides an introduction to Biochemistry. The anatomy component focuses on the skeletal, muscular,

cardiovascular and nervous systems, and a brief overview of other body systems. Presentations also focus

on enhancing student study and test-taking skills. Designed for students without prior coursework in human

anatomy. Acceptance into this program is at the discretion of the instructor/coordinator. The course is

elective and does not meet any requirements of the Doctor of Osteopathic Medicine curriculum. A separate

tuition of $300 is charged.

DO 5002 Intensive Summer Anatomy Course (ISAC) (12.5 credit hours, Numeric Score)

Prerequisite: Application to the course and permission of instructor. The Intensive Summer Anatomy

Course (ISAC) is equivalent to the DO5030, given in 6.5 weeks (covering the first semester of the course)

to highly qualified incoming students. In addition to this Summer Phase, students will complete the final

section of the course in January, along with the students enrolled in DO5030. ISAC students who score

80% and above at the end of this initial 6.5-week period are selected to serve as facilitators (peer leaders) in

the regular gross anatomy course. Facilitators participate in peer-led team learning (PLTL) and experiential

learning during the regular gross anatomy course. Properly trained facilitators lead dissection and

discussion groups at intervals during the course, and some are selected as teaching assistants for the ISAC

the following summer.

DO 5010 Biochemistry (4.5 credit hours, Numeric Score)

This course presents the molecular basis of life and how human physiology can be understood in

biochemical terms, providing a foundation for future presentations on the biochemistry of each organ

system, the disease states caused by biochemical abnormalities, and the biochemical basis for clinical

diagnosis and therapy.

DO 5025 Medical Genetics (1 credit hour, Numeric Score)

This course presents an introduction to genetic principles and practices applicable to the contemporary

practice of medicine. Topics may include (but are not limited to) pedigree analysis, structural gene

mutations, the human genome, X-linked genetic transmission, triple repeat diseases, inborn errors of

metabolism, and newborn screening.

DO 5030 Gross Anatomy (12.5 credit hours, Numeric Score)

This course presents an understanding of the structure and arrangement of the gross anatomical features

of the human body. Through lectures and laboratory dissection of cadavers, students are introduced to the

language of anatomy and to clinically important relationships. Models, radiographs and special

demonstrations are employed to emphasize areas useful to the physician.

DO 5035 Developmental Histology (3 credit hours, Numeric Score)

This course traces, through lectures and demonstrations, the basic developmental stages of the human

from fertilization to organogenesis. Specific attention is given to anomalies of early development. The

student is also introduced to an understanding of the structure and function of cells and tissues, utilizing

images from light and electron microscopy. Emphasis is on the structural specialization, function, and

interaction of cells in forming the four basic tissues and the study of structural arrangements of the basic

tissues in organs. A Web-based laboratory provides an opportunity for visual examination of cells, tissues,

and organs.

DO 5050 Microbiology (5 credit hours, Numeric Score)

This course presents the major groups of microorganisms responsible for infectious diseases, enabling

students to recognize and describe them. The course stresses the structure, physiology, and genetics of

microorganisms in relation to their pathogenicity. The salient features of bacteria, fungi, protozoa, viruses,

and viroids are discussed. In addition, the host-parasite relationship, including characteristics of organisms

contributing to disease and host-defense mechanisms, are stressed. Fundamental concepts of immunology,

including the structure of antigens and antibodies, serological reactions, their underlying principles, and

their diagnostic applications are emphasized. Through laboratory experiments, students appreciate the

functioning of a diagnostic laboratory.

DO 5060 Pathology (2.5 credit hours, Numeric Score)

This course presents the basic pathogenesis and morphology of disease. Cell injury and death,

inflammation, the repair process, hemodynamic changes, neoplasia, and chemical and physical injuries are

discussed. The laboratory is designed to supplement the lectures, utilizing various instructional

technologies. Lectures on introductory laboratory medicine are presented.

DO 5070 Pharmacology (2.5 credit hours, Numeric Score)

This course orients medical students to the effects of drugs on biological systems. The course deals

initially with general principles in pharmacology, including drug absorption, distribution, action, toxicity,

biotransformation and elimination. The course then focuses on chemotherapeutic agents used in treating

infectious diseases. Concepts and principles are introduced that are vital for the rational evaluation and

utilization of drugs in the practice of osteopathic medicine.

DO 5080 Physiology (1.5 credit hours, Numeric Score)

This course presents the general physiology of cells, with a special emphasis on excitable cells such as

the neuron and muscle cell. Basic concepts on the functions of cells and control of cellular activities are

reviewed. The course provides a foundation for the first-year medical student in basic physiologic theory,

organ and system function, and an appreciation of total-body physiology.

DO 5090 Osteopathic Principles and Practice (2 credit hours, Numeric Score)

This course presents osteopathic history, philosophy, principles, problem-solving and patient

management, incorporating direct and indirect, traditional, and contemporary manipulative techniques.

DO 5110 Dermal System (3.5 credit hours, Numeric Score)

This course presents problems of the skin from a clinical perspective. Lectures are coordinated with

embryology, histology, physiology, biochemistry, pharmacology, microbiology, pathology, and

dermatopathology.

DO 5120 Neurosensory System (15.5 credit hours, Numeric Score)

This course presents basic understandings of the brain, spinal cord, and peripheral nervous system. Basic

science topics include embryology, histology, neuroanatomy, biochemistry, physiology, and pharmacology.

Clinical topics include infections of the nervous system, pathology, neurology, ophthalmology,

otorhinolaryngology, overviews of sleep disorders, cerebrovascular disorders, aging, and dementia.

DO 5130 Musculoskeletal System (6.5 credit hours, Numeric Score)

This course presents common conditions and disorders of the musculoskeletal system. The course also

presents embryology, histology, and functional anatomy—including kinesiology, biochemistry,

pharmacology, physiology, and microbiology. The pathology and clinical aspects of this system are

discussed, as are the related aspects of sports medicine, rehabilitative medicine, exercise, rheumatoid

diseases and orthopedics. Focus is on the relevance of these topics to the primary care practice of

osteopathic medicine.

DO 5140 Medical Ethics (0 credit hours, Cr/NCr)

This course is an introduction to the ethical principles and methods of analysis used in medical ethics.

The course presents a systematic framework for resolving ethical dilemmas encountered in the practice of

medicine. Medical Ethics is covered in Phases II and III.

DO 5150 Introduction to Clinical Medicine I (ICM I) (2 credit hours, Numeric Score)

The Introduction to Clinical Medicine sequence prepares students for clinical rotations. This preparation

emphasizes doctor-patient communication and clinical skills. ICM-I is designed to introduce the clinical

skills that are essential to becoming an osteopathic physician. This introductory course is presented during

the MS I year. Students are presented with basic history taking and physical examination skills. The course

emphasizes the cognitive and affective skills needed for clinical reasoning and for effective doctor-patient

communication. Utilizing both actual and simulated patients, verbal and non-verbal communication

techniques are illustrated.

DO 5160 Behavioral Science and Substance Abuse (4 credit hours, Numeric Score)

This course presents biological, psychological, and social aspects of behavior in relation to medical

practice. Major topics include etiology and treatment of substance abuse, the physician-patient relationship,

emotion and personality, etiology of gender identity and sexual orientation, evolutionary origins of

behavior, genetic, and environmental aspects of behavioral disorders. The course addresses how patients’

behaviors contribute to their health and/or disease. The physician’s role in the education of, and behavior

change in, patients, peers, and the community are also discussed.

DO 5190 Osteopathic Principles and Practice II (2.5 credit hours, Numeric Score)

Continuation of DO 5090.

DO 6010 Blood and Reticuloendothelial System (6.5 credit hours, Numeric Score)

This course presents the embryology, histology and biochemistry of the hemopoietic and

lymphoreticular organs. During this system, the influences of microbiologic and pharmacologic agents are

discussed. Basic immunology, the mechanisms of immunologic injury and immune tolerance,

transplantation, tumor immunology, and the immunodeficiency states are also covered. The pathology and

clinical aspects of hematologic diseases and diseases of the lympho-reticular system are presented along

with the pertinent laboratory tests. Laboratory experience provides opportunities to examine normal and

abnormal blood smears, perform blood tests, and examine lymph node neoplasms.

DO 6020 Cardiovascular System (9.5 credit hours, Numeric Score)

This course presents the embryology, histology, and gross anatomy of the heart and blood vessels. The

biochemistry, pharmacology, physiology, and microbiology as related to this system are also discussed.

Cardiovascular pathologies are presented, along with the clinical diagnostic and treatment modalities.

DO 6030 Public Health (1.5 credit hours, Numeric Score)

This course presents an understanding of public health and its importance to the practicing physician.

Epidemiology, community health, immunization procedures, communicable disease control, environmental,

and occupational health are discussed. Interaction of the physician with public health agencies is stressed, as

are skills in working with public health statistics.

DO 6040 Respiratory System (9 credit hours, Numeric Score)

This course presents the embryology, histology, and gross anatomy of the lungs and

nasotracheobronchial tree. Respiratory physiology and defense mechanisms, as well as microbiology,

biochemistry, and pharmacology relating to the system are discussed. Pathology of the upper and lower

respiratory system is presented along with clinical presentations of diagnostic and treatment modalities.

DO 6050 Psychiatry (2 credit hours, Numeric Score)

This course builds upon the bio-psycho-social foundation presented during Behavioral Science. Major

DSM-IV diagnoses will be explored. Implications for medical practice will be emphasized. The course

develops the physician's ability to recognize and deal with, or to refer, specific psychiatric cases.

Perspectives on the use of ancillary personnel, and on cooperating with psychiatrists, are presented.

DO 6090 Osteopathic Principles and Practice III (2.5 credit hours, Numeric Score)

Continuation of DO 5190.

DO 6110 Renal System (5 credit hours, Numeric Score)

This course presents basic science topics in embryology and histology of the kidneys and urinary system,

the biochemistry, physiology, and pharmacology of fluid and electrolyte balance with emphasis on kidney

function, microbiology, pharmacology. Clinical topics include management of urinary infections, and the

identification, diagnosis, and treatment of renal and urinary disorders.

DO 6120 Endocrine System (5.5 credit hours, Numeric Score)

This course explores the anatomy of the hormone secreting glands, the biochemical description of a

hormone, how hormones are studied and measured, and the physiology of homeostasis. Pathologies of the

endocrine system and the pharmacology of endocrine drugs are presented. Clinical manifestations of

endocrine disorders of various ages are presented, with emphasis on identification, diagnosis, and treatment.

The course also considers the evaluation and management of endocrine emergencies.

DO 6130 Reproductive System (7 credit hours, Numeric Score)

This course presents the anatomy, embryology, and histology of both the female and male reproductive

systems. The physiology, biochemistry, pathology, pharmacology, and microbiology of both reproductive

systems are also discussed. In addition, the basic science disciplines present principles regarding the

relationships between mother and fetus during pregnancy. Clinical lectures on obstetrics, gynecology,

perinatology, and nutrition, and the problem of child abuse and the management of pregnancy, are

presented. Perspectives on human sexuality are also presented.

DO 6140 Gastrointestinal System (11 credit hours, Numeric Score)

This course presents various aspects of the gastrointestinal system, including its embryology and

histology. The biochemistry, physiology, the influence of pharmacology, and the problems with

microbiology are presented along with the clinical and pathological aspects of the system. The nutrition

course is incorporated into this system.

DO 6150 Introduction to Clinical Medicine II (0 credit hours, Cr/NCr)

This course presents opportunities to practice clinical patient assessment skills during the pre-clinical

phase of medical education. These clinical experiences provide the opportunity to learn the skills, values,

and attitudes essential for the development of compassionate osteopathic physicians. ICM-II is taught in

conjunction with each major system. All ICM segments are aligned with the system being presented

concurrently in the curriculum. ICM-II is required for promotion to the clinical phase.

DO 6160 Medical Jurisprudence (1.5 credit hours, Numeric Score)

Using California laws as a base, this course presents the general rules of medical practice. The

obligations of the physician to the community, the patient, the hospital, colleagues, and society are

explored. The course discusses the physician’s duties and responsibilities in the context of the medical,

legal, and ethical aspects of medicine. Standards of care, vicarious liability, and negligence are discussed.

Additional symposia are conducted during the Essentials of Family Medicine courses in Phase III of the

curriculum.

DO 6171 Differential Diagnosis (0 credit hours, Cr/NCr)

This course provides students with exposure and practice in case presentations and in the application of

differential diagnosis skills to selected problems in formulating evaluation or therapeutic intervention plans.

Facilitators provide for case-based clinical thinking and experience to assist students in developing these

skills. This course prepares students for conducting case presentations during clinical rotations, and for

demonstrating skill in case evaluation and management. The course is integrated with each of the systems.

DO 6172 Emergency Medicine (0 credit hours, Cr/NCr)

This course is taught during the systems in Phase II, with subsequent lectures interspersed within Phase

III. The course presents the basics of emergency medicine. Areas covered are physical and emotional

trauma, poisonings, the paramedic system, and emergency cases from various areas of clinical medicine as

they relate to a given body system.

DO 6173 Geriatrics (0 credit hours, Cr/NCr)

This course provides supervised clinical education in geriatrics, which may be provided in the nursing

home, hospital inpatient ward, outpatient clinic, private home, or assisted living setting. Students will gain

knowledge in clinical management, interpretation of diagnostic data, patient education, development of

diagnostic and management plans, procedural skills, inter-professional communication, and skills related to

working within a multidisciplinary team.

DO 6174 Human Sexuality (0 credit hours, Cr/NCr)

This course promotes student understanding of human sexuality by presenting issues related to both

normal and dysfunctional sexuality. Taught as a segment of the Reproductive System (DO 6130), the course

covers human sexuality issues, including the anatomy and physiology of reproduction, pathology, normal

sexual response, and psychosexual development throughout the life cycle. The theory and practice of

treatment for sexual dysfunction are considered. Current therapeutic concepts and techniques are discussed,

along with case reviews, which include diagnosis, treatment plans, and prognosis.

DO 6175 Nutrition (0 credit hours, Cr/NCr)

This course provides the basic information on which to evaluate the nutritional requirements of the body

in health and disease. A review of vitamins and their indications and limitations, the use and need for the

trace minerals, and the proportions of carbohydrates, fats, and proteins in a balanced diet are discussed.

Clinical nutrition is emphasized. This course is presented during the Gastrointestinal System (DO 6140).

DO 6176 Pediatrics (0 credit hours, Cr/NCr)

This course is devoted to the special problems of childhood. These subjects are integrated during Phase

II in each system as appropriate. All systems contain an element of pediatrics and this course is designed to

cover those aspects that are particular to pediatrics (infancy to adolescence). Additional pediatric

presentations are given in Phase III during the Essentials of Family Medicine courses.

DO 6190 Osteopathic Principles and Practice IV (2.5 credit hours, Numeric Score)

Continuation of DO 6090.

DO 7010 Family Practice I (10 credit hours, Letter Grade)

This course provides supervised clinical education in family medicine, including clinical management,

technical and procedural skills, interpretation of diagnostic data, patient education, development of

diagnostic and management plans, and inter-professional communication. In subsequent courses in this

series, students are exposed to progressive involvement and independence in patient management.

Repeatable to a maximum of 20 credit hours.

DO 7020 Internal Medicine I (10 credit hours, Letter Grade)

This course provides supervised clinical education in general internal medicine including clinical

management, technical and procedural skills, interpretation of diagnostic data, patient education,

development of diagnostic and management plans, and inter-professional communication. In subsequent

courses in this series, students are exposed to progressive involvement and independence in patient

management.

DO 7021 Internal Medicine II (10 credit hours, Letter Grade)

Prerequisite: DO 7020. Continuation of DO 7020.

DO 7022 Internal Medicine III (10 credit hours, Letter Grade)

This course provides supervised clinical education in general internal medicine and/or in an internal

medicine subspecialty such as gastroenterology, pulmonology, or cardiology. Expected competencies

include clinical management, technical and procedural skills, interpretation of diagnostic data, patient

education, development of diagnostic and management plans, and inter-professional communication. In

subsequent courses in this series, students are exposed to progressive involvement and independence in

patient management. Prerequisite: DO 7020. Repeatable to a maximum of 20 credit hours.

DO 7030 Surgery I (General) (10 credit hours, Letter Grade)

This course provides supervised clinical education in general surgery including clinical management,

technical and procedural skills, interpretation of diagnostic data, patient education, development of

diagnostic and management plans, and inter-professional communication. In subsequent courses in this

series, students are exposed to progressive involvement and independence in patient management.

DO 7050 Elective (10 credit hours, Letter Grade)

This course provides supervised clinical education in one of the clinical disciplines including clinical

management, technical and procedural skills, interpretation of diagnostic data, patient education,

development of diagnostic and management plans, and inter-professional communication. The discipline

and clinical training site must be approved in advance by the Office of Rotations.

DO 7060 Osteopathic Manipulative Medicine (10 credit hours, Letter Grade)

This course provides supervised clinical education in osteopathic manipulative medicine including

clinical management, technical and procedural skills, interpretation of diagnostic data, patient education,

development of diagnostic and management plans, and inter-professional communication.

DO 7070 Pediatrics (10 credit hours, Letter Grade)

This course provides supervised clinical education in pediatrics including clinical management,

technical and procedural skills, interpretation of diagnostic data, patient education, development of

diagnostic and management plans, and inter-professional communication. Repeatable to a maximum of 20

credit hours.

DO 7080 Psychiatry (10 credit hours, Letter Grade)

This course provides supervised clinical education in psychiatry including clinical management,

technical and procedural skills, interpretation of diagnostic data, patient education, development of

diagnostic and management plans, and inter-professional communication. Prerequisite: DO 7010 or DO

7020.

DO 7090 Obstetrics/Gynecology (10 credit hours, Letter Grade)

This course provides supervised clinical education in obstetrics/gynecology including clinical

management, technical and procedural skills, interpretation of diagnostic data, patient education,

development of diagnostic and management plans, and inter-professional communication. Prerequisite: DO

7010 or DO 7020. Repeatable to a maximum of 20 credit hours.

DO 7100 Geriatrics (10 credit hours, Letter Grade)

This course provides supervised clinical education in geriatrics including clinical management, technical

and procedural skills, interpretation of diagnostic data, patient education, development of diagnostic and

management plans, and inter-professional communication.

DO 7510 Family Practice II (10 credit hours, Letter Grade)

Prerequisite: DO 7010. Continuation of DO 7010.

DO 7520 Internal Medicine IV (10 credit hours, Letter Grade)

This course provides supervised clinical education in general internal medicine and/or in one of the

internal medicine subspecialties such as gastroenterology, pulmonology, neurology, or cardiology. Expected

competencies include clinical management, technical and procedural skills, interpretation of diagnostic data,

patient education, development of diagnostic and management plans, and inter-professional communication.

In subsequent courses in this series, greater involvement and independence in patient management are

expected. Prerequisite: DO 7021 and 7022.

DO 7521 Internal Medicine V (10 credit hours, Letter Grade)

This course provides supervised clinical education in general internal medicine and/or in an internal

medicine subspecialties such as gastroenterology, pulmonology, neurology, or cardiology. Expected

competencies include clinical management, technical and procedural skills, interpretation of diagnostic data,

patient education, development of diagnostic and management plans and inter-professional communication.

Prerequisite: DO 7520.

DO 7530 Surgery II (10 credit hours, Letter Grade)

This course provides supervised clinical education in general surgery or one of the surgical

subspecialties such as ophthalmology, orthopedics, urology or cardiovascular/thoracic. Expected

competencies include clinical management, technical and procedural skills, interpretation of diagnostic data,

patient education, development of diagnostic and management plans, and inter-professional communication.

In subsequent courses in this series, greater involvement and independence in patient management are

expected. Prerequisite: DO 7030.

DO 7540 Emergency Medicine (10 credit hours, Letter Grade)

This course provides supervised clinical education in emergency medicine including clinical

management, technical and procedural skills, interpretation of diagnostic data, patient education,

development of diagnostic and management plans, and inter-professional communication. Prerequisite: DO

7010 or DO 7020.

DO 7550 Elective (10 credit hours; repeatable to a maximum of 50 credit hours, Letter Grade)

This course provides supervised clinical education in one of the clinical disciplines including clinical

management, technical and procedural skills, interpretation of diagnostic data, patient education,

development of diagnostic and management plans, and inter-professional communication. The discipline

and clinical training site must be approved in advance by the Office of Rotations.

DO 8050 Essentials of Family Medicine I (EFM-I) (3.5 credit hours, Letter Grade)

The Essentials of Family Medicine-I course is taken during the MS III year and serves as a review of,

and assessment tool for, basic clinical knowledge. This program reviews and amplifies clinical material

presented during the MS I and MS II years. It also provides the opportunity for the student to obtain

information and skills essential to rotations, residency, and medical practice. Topics include clinical, legal

and ethical issues that are presented from a primary care perspective. Additionally, the course addresses

special topics such medical professionalism, cultural sensitivity, and alternative healthcare. Throughout the

course, the tools essential to becoming a competent practicing physician and lifelong learner are

emphasized. Guided learning is accomplished through on-line projects that enable students to demonstrate

competence in completing clinically-oriented problems and case scenarios. Information may also be

presented through one or more on-campus sessions held on designated weekends. Participation in the on-

line projects and attendance at on-campus session(s) are mandatory. EFM-I must be successfully completed

in order for the student to be advanced to MS IV status.

DO 8550 Essentials of Family Medicine II (EFM-II) (3.5 credit hours, Letter Grade)

Essentials of Family Medicine-II builds upon the essential knowledge and skills learned during the

student’s first three years of Osteopathic medical school, with the goal of helping the student to be able to

successfully transition into his or her post-graduate training program and future medical practice. This is

accomplished by enabling the student to apply general knowledge to specific clinical applications. In

addition, EFM-II emphasizes medical professionalism and helps the student to sharpen skills vital to

lifelong learning. Information is presented through one or more on-campus sessions held on designated

weekends. Guided learning is also accomplished through on-line projects that enable students to

demonstrate competence in completing clinically-oriented problems and case scenarios. Attendance at the

on-campus session(s) and participation in the on-line projects are mandatory. Successful completion of

EFM-II is a requirement for graduation.

HONORS AND AWARDS

The following awards for DO students are presented annually on Honors Day in April:

Provost’s Student Government Award

Dean’s Award

William G. Woodman, MD, Humanitarian Memorial Award

Russell B. McCaughan Award

Neocortex Award

William G. Stahl, DO, FACOS, Memorial Scholarship

Anthony Joseph Ronzo, Sr., Memorial Award

Auxiliary to the Osteopathic Physicians and Surgeons of California Scholarship Award

COMP Western University Service Award

Community Clinic Service Award

Class of 1989 Award

McGraw-Hill Award

Joseph and Dorothy Gendron Journalism Award

Dr. V. Gladys Shutt Memorial Award

Richard E. Eby Leadership Scholarship

Mickey and Nell Clamage Memorial Scholarship Award

Roy G. and Marion L. Kramer Endowment Fund Award

Muriel Chapman, DO, Memorial Award

Robert W. Finegan Memorial Award

Jeff Plumb Memorial Award

The President’s Society Award

Dr. Alex M. Rene Memorial Scholarship Award

Linda Fox Memorial Endowment Fund Award

Louise Kramer Memorial Scholarship Award

Guy M. Allmon Scholarship Fund Award

Glen Scheresky Memorial Scholarship Award

American Association of Colleges of Osteopathic Medicine

Council of Student Council Presidents Student DO of the Year Award

Dr. Sheila Xenos Memorial Award

Osteopathic Physicians and Surgeons of California Matthew L. Weyuker Scholarship Award

The following awards are presented annually to graduates at Commencement:

President’s Award

Dean’s Award

Gate Pharmaceutical Student Award

Edward B. Parris and Jacqueline A. Parris Award

Dr. Frank T. Carr Memorial Award

Steven W. Dyer Memorial Award

Janet M. Glasgow Memorial Achievement Citation of the American Medical Women’s Association

American College of Osteopathic Family Physicians Award

Pauline Weiss Pumerantz Memorial Award

Richard H. and Anna Kaiser Memorial Award

New Mexico Osteopathic Medical Association Foundation for Osteopathic Education and

Professional Development Award for Academic Excellence

Osteopathic Physicians and Surgeons of California Award

Shirley Jane Watters Memorial Award

Rev. & Mrs. Al and Verna Braswell Award

Leonard E. Peck, Sr., Memorial Award

Phoenix Award

Charles Vowels, MD, Memorial Award

Alumni Memorial Award

Society of Academic Emergency Medicine Excellence in Emergency Medicine Award.

James R. Sawrey Memorial Award

Dr. Alex M. Rene Memorial Award

National American Osteopathic Foundation: The Donna Jones Moritsugu Memorial Award

ACADEMIC CALENDAR 2002-2003

DO PROGRAM

Friday, May 24, 2002

Fall Semester Registration Forms Due (4

years)

Friday, May 10, 2002

Fall Semester Registration Forms Due (3

years)

Friday, May 17, 2002

Fall Semester Registration Ends (2

years)

Tuesday, Wednesday, Jun. 4-5, 2002

NBOME COMLEX Level 1

Thursday, Jun. 6, 2002

ISAC Registration Forms Due

Monday, Jun. 10, 2002

Fall Semester Tuition Due (ISAC Students)

Tuesday, Wednesday, Jun. 11-12, 2002

NBOME COMLEX Level 3

Friday, Jun. 14, 2002

ISAC Orientation

Monday, Jun. 17, 2002

ISAC Begins

Monday, Jun. 17, 2002

Fall Semester Rotations Begin (3

& 4

years)

Fall Semester Tuition Due (3

& 4

years)

Thursday, Jul. 4, 2002

Independence Day

Friday, Jul. 5, 2002

Campus Closed (no classes)

Friday, Jul. 26, 2002

Fall Semester Registration (1

years)

Wed.-Fri., Aug 7-9, 2002

Orientation

Thursday, August 8, 2002

Fall Semester Tuition Due (1

& 2

years)

Saturday, Aug. 10, 2002

Convocation/White Coat Ceremony

Monday, Aug. 12, 2002

Classes Begin (1

and 2

years)

Tues.-Wed., Aug. 27-28, 2002

COMLEX Level 2

Monday, Sept. 2, 2002

Labor Day - no classes

Monday, Oct. 14, 2002

Columbus Day - no classes

Tuesday, Wednesday, Oct. 15-16, 2002

COMLEX Level 1

Monday, Nov. 11, 2001

Spring Semester Tuition Due (4

years)

Spring Semester Rotations Begin (4

years)

Wednesday, Nov. 27, 2002

Thanksgiving Recess – Noon

Monday, Dec. 2, 2002

Classes Resume (1

& 2

years)

Spring Semester Tuition Due (3

years)

Friday, Dec. 6, 2002

Last Day of Fall Semester Rotations (3

years)

Monday, Dec. 9, 2002

Spring Semester Rotations Begin (3

years)

Tuesday, Wednesday, Dec. 10-11, 2002

COMLEX Level 3

Friday, Dec. 20, 2002

Last Day of Fall Semester Classes (1

and 2

years)

Spring Semester Tuition Due (1

and 2

years)

Monday, Dec. 23, 2002

Winter Recess Begins

Monday, Jan. 6, 2003

Spring Semester Begins (1

& 2

years)

Tuesday, Wednesday, Jan. 14-15, 2003

COMLEX Level 2

Monday, Jan. 20, 2003

Martin Luther King Holiday - no classes

Monday, Feb. 17, 2003

President’s Day - no classes

Friday - Sunday, Feb. 28-Mar. 2, 2003

On-campus EFM Weekend (4

years)

Monday, Mar. 17, 2003

Spring Vacation Begins

Monday, Mar. 24, 2003

Classes Resume

Monday, Apr. 14, 2003

Honors Day

Friday, Apr. 25, 2002

Last Day of Classes (4

years)

Friday, May 16, 2003

Last Day of Classes (2

year)

Friday, May 23, 2003

Last Day of Classes (1

year)

TBA

Commencement

Tuesday, Wednesday, Jun. 3-4, 2003

COMLEX Level 1

Tuesday, Wednesday, Jun. 10-11, 2003

COMLEX Level 3

THE OSTEOPATHIC OATH

I do hereby affirm my loyalty to the profession I am about to enter. I will be mindful always of my great

responsibility to preserve the health and life of my patients, to retain their confidence and respect both as a

physician and a friend who will guard their secrets with scrupulous honor and fidelity, to perform fruitfully

my professional duties, to employ only those recognized methods of treatment consistent with good

judgment and with my skill and ability, keeping in mind always nature’s laws and the body’s inherent

capacity for recovery. I will be ever vigilant in aiding the general welfare of the community, sustaining its

laws and institutions, not engaging in those practices which will in any way bring shame or discredit upon

myself or my profession. I will give no drugs for deadly purposes to any person, though it be asked of me. I

will endeavor to work in accord with my colleagues in a spirit of progressive cooperation and never by

word or by act cast imputations upon them or their rightful practices. I will look with respect and esteem

upon all those who have taught me my art. To my college I will be loyal and strive always for its best

interests and for the interests of the students who will come after me. I will be ever alert to further the

application of basic biologic truths to the healing arts and to develop the principles of osteopathic medicine

as taught by my profession. In the presence of this gathering I bind myself to my oath.

COLLEGE OF PHARMACY

Doctor of Pharmacy Program

ACCREDITATION

The College of Pharmacy is accredited by the American Council on Pharmaceutical Education.

PHARMACY: ABOUT THE PROFESSION

The practice of pharmacy has evolved from a historical emphasis on the preparation and distribution of

drug products to new activities and responsibilities that focus on the rational, safe and cost-effective use of

drugs. Just as it is generally assumed that physicians are primarily involved in providing medical care and

nurses in providing nursing care, pharmacists are the primary providers of pharmaceutical care. The mission

of the pharmacy profession, therefore, is to meet the pharmaceutical care needs of the public.

Pharmaceutical care is patient-centered, outcome-oriented, contemporary pharmacy practice that requires

the pharmacist to work in concert with the patient and the patient's other health care providers to promote

health, prevent disease, and assess, monitor, initiate and modify medication use so that pharmacotherapy is

safe and effective.

The provision of pharmaceutical care to patients requires an understanding of the chemistry of drug

entities, the delivery characteristics of dosage formulations, the disposition of drugs within the body, the

physiologic and pharmacologic outcome of drugs' interactions with the human body and the social systems

in which medications are used.

As a pharmacist you will be able to care for your patients in many important ways:

• Participate in the planning and implementation of effective drug therapy.

• Monitor and evaluate drug therapy to identify and solve patient-specific drug therapy problems.

• Evaluate clinical literature.

• Prepare medications.

• Select the drug product dosage form.

• Calculate the dose and determine the dosing schedule.

• Educate and counsel patients, and;

• Work with other health care providers and the patient to promote health and prevent disease.

THE DEGREE

The Doctor of Pharmacy degree (PharmD) is awarded in recognition of the highest level of professional

education in pharmacy in the United States. To earn the PharmD degree, students complete four years of

professional study following a minimum of two years of preprofessional education at an accredited college

or university.

Students who complete this program are eligible to take state pharmacy licensing examinations. After

passing this examination, graduates are licensed to perform all the duties and responsibilities of a practicing

pharmacist.

CAREER OPPORTUNITIES

Our graduates find a vast array of exciting career pathways open to them. The opportunities below

represent only a small list of possible career options.

Community Practice

Pharmacy offers a variety of professional opportunities in the community setting. Independent

pharmacies, corporately owned pharmacies and neighborhood health care clinics all provide opportunities

for direct patient care. Other examples of community practice include specialized home health care,

consulting for nursing home patients and conducting patient education programs.

Institutional Practice

Pharmacists in hospitals and other health care institutions may be involved in direct patient care,

teaching, drug use evaluation, clinical research studies, public service and administration.

Managed Care Pharmacy

Pharmacists practice in a variety of managed care organizations including health maintenance

organizations and preferred provider organizations. In these settings, pharmacists develop formularies,

implement drug utilization reviews and analyze physician prescribing patterns.

Pharmaceutical Companies

Research and development, testing of drugs in humans, production, quality control, marketing, public

relations, sales, and management are some of the career opportunities available in industry.

Public Service Practice

Pharmacists practice in federal government agencies and services including the Food and Drug

Administration (FDA); Drug Enforcement Administration (DEA); the Army, Navy and Air Force; Public

Health Service; and Department of Veterans Affairs.

Academia

Opportunities for careers in colleges or schools of pharmacy include administration, teaching, research

and clinical service. Additional opportunities in teaching, research, or practice may required post-graduate

education or training beyond the doctor of pharmacy degree.

THE COLLEGE OF PHARMACY

A major goal of the College of Pharmacy is to prepare competent and caring practitioners. We are

prepared to offer you a quality educational experience.

Modern Facilities

You will receive instruction in a modern facility with classrooms and breakout rooms furnished with

state-of-the-art equipment.

A Friendly Environment

You will be treated as a colleague and a professional who is seeking to become a competent pharmacy

practitioner.

Supportive Faculty

You will receive instruction from faculty members who are committed to excellence in pharmaceutical

education. Many faculty members are practicing clinical pharmacists who are actively providing primary

care or consultative services to patients in a variety of practice settings.

A Rich Student Life

You will have an opportunity to participate in a number of professional pharmacy organizations as well

as other school-wide activities.

ACADEMIC COURSE WORK

To obtain the PharmD degree you will complete a curriculum that contains both didactic and clinical

components.

The Didactic Component

In the core didactic component of the program, you will learn about biological systems and about drugs

and their effect on the body. You will take courses in areas such as therapeutics, health care administration,

pharmacology and pharmacokinetics and learn how to apply this knowledge to pharmacy practice. Your

studies will include communication skills, patient counseling, laws about drugs and pharmacy practice,

health care systems, physical assessment and evaluation of the drug literature.

The Clinical Training Component

In several different patient-centered training sessions, particularly during the third and fourth years, you

will be given an opportunity to put into practice what you have learned in the classroom. Under the

supervision of a clinical pharmacist faculty member, you will assess and counsel patients and monitor their

drug therapies. You will spend a total of 42 weeks in these training sessions, called advanced pharmacy

practice experiences. Such pharmacy practice experiences will take place in hospitals as well as in clinics,

community pharmacies and other settings where pharmacists practice.

ADMISSIONS POLICIES AND PROCEDURES

Admission to the College of Pharmacy is on a highly competitive basis. Each year we receive many

more applications than we can accommodate in our program. At Western University, we retain smaller class

sizes, offering you a closer relationship with your faculty and fellow students. The College of Pharmacy is

looking for individuals who have excellent communication skills, who care for people and are

compassionate, who are dedicated and determined, who are dependable and who display good judgment.

Application Requirements

The College of Pharmacy Admissions Committee will consider applicants with a minimum of two years

of college (60 academic semester hours or 90 quarter hours) of pre-pharmacy study at an accredited college

or university. The minimum cumulative prepharmacy and science grade point average requirement is 2.5.

Grades of "C-" in any of the prerequisite courses are not accepted. Prerequisite courses are subject to

review each year. For the latest information, you should consult our web site at www.westernu.edu.

1. Prerequisite Courses

College English (1 semester)

English Composition (1 semester)

Speech Communication (1 semester)

General Chemistry with lab (2 semesters)

Organic Chemistry with lab (2 semesters)

Human Anatomy with lab* (1 semester)

Human Physiology with lab* (1 semester)

Microbiology with lab-Medical Microbiology is preferred (1 semester)

Calculus (1 semester)

Electives (2 semesters)-Electives must be met from two of the three following areas: public

speaking/debate, social sciences, or economics.

*If anatomy and physiology are combined, we will accept a minimum of 5 semester units. Anatomy and

physiology must be taken out of the anatomy, physiology, A&P, biology or zoology departments.

We do not accept substitutions or waive any of the prerequisite courses. English as a Second Language

(ESL) courses are not accepted for the English requirement. All prerequisite course work in progress must

be completed no later than the spring semester or quarter immediately preceding matriculation.

2. Test of English as a Foreign Language (TOEFL)

TOEFL (including essay) is required for all applicants submitting course work from foreign schools, and

all permanent and temporary residents of the United States. EXCEPTION: The TOEFL exam will be

waived for students graduating with a confirmed baccalaureate or higher degree from a United States

institution at the time of application. A minimum score of 550 on the paper based test or 213 on the

computer-based test is required. TOEFL scores must be submitted at the time of application. TOEFL

scores are valid for 2 years.

3. Recommendations

Three satisfactory recommendations (forms are provided by the College) are required as part of the

admissions application. The recommendations should state the nature and extent to which the

recommender knows you and should elaborate on the applicant's attributes and abilities including

communication skills, ethics, interpersonal skills, motivation toward the profession and maturity.

Application Procedures and Deadlines

Candidates may obtain an application as early as August of the academic year preceding the year in

which they plan to matriculate. Applicants are considered without regard to race, color, national origin, age

or gender. Western University strives to accommodate individuals with disabilities. The application

postmark deadline for the class entering in the fall is December 1 of the preceding year.

To request an information brochure and/or an application, contact the Admissions Office at:

Office of Admissions

Western University of Health Sciences

309 E. Second Street

Pomona, CA 91766-1854

(909) 623-6116

In addition to submitting a completed application, the applicant must submit a non-refundable

application fee of $60, three letters of recommendation, an academic/professional record form, must

complete a personal questionnaire (form provided by the University) and submit official transcripts from all

colleges attended. All application materials are to be included in the application packet. After receipt of the

packet, the Admissions Office will evaluate the applicant's transcripts to ascertain that all prerequisite

courses have been completed and that the applicant's cumulative GPA is satisfactory. Applicants who wish

to use course work completed outside of the United States must submit their transcripts for evaluation to

World Education Services or Josef Silny and Associates. A course-by-course evaluation is required and all

course work must be designated as undergraduate, graduate, or professional. Western University will only

honor evaluations from one of the above services. The evaluation must be included with the application

packet.

Faculty in the College of Pharmacy will screen each applicant's admissions file to determine whether or

not an applicant will be granted an on-campus interview. Candidates selected for an interview will

participate in an assessment of written and verbal communication skills. Interviews are typically held in

January and February. Decisions of the Admissions Committee regarding the admission of applicants to the

Doctor of Pharmacy program are final.

TUITION AND FEES

In estimating costs for one academic year of study at Western University's College of Pharmacy, you

should include tuition and fees, laptop computer and printer, books and supplies, room and board, and other

miscellaneous expenses. Actions of the Board of Trustees setting tuition and fees for the academic year are

established during the previous spring term. The most current tuition and fees are as follows:

• Tuition - $26,915 in 2002-2003 Academic Year.

• Mandatory fees specific to the College of Pharmacy will be provided separately.

• Application Fee - Non-refundable $60 fee for those applying to the Western University College of

Pharmacy.

• Enrollment Deposit- $500 for students admitted to the College of Pharmacy. Upon enrollment, this

deposit is applied toward the tuition for the academic year. Persons who fail to

enroll forfeit the entire deposit.

Other Fees

$30 (per day) Late Registration Fee

$40 Lost Mail Locker Key

$5 (each) Copy of Official Transcript

$10 (each) Copy of Official Transcript Faxed

$10 Lost ID Badge

$0.25 (per page) Copy of Student File Material

(replacement cost) Breakage Fee

The College of Pharmacy requires that each enrolled student have a notebook or laptop computer during

class, after class hours and while on rotations.

FINANCIAL ASSISTANCE

All PharmD students are eligible to apply for need-based financial aid. For information, please write to

the Financial Aid Office, Western University of Health Sciences, 309 E. Second Street, Pomona, California

91766-1854

ACADEMIC POLICIES AND PROCEDURES

Grading Policy

Students are required to meet a specified set of outcome objectives in each block in the curriculum. The

block facilitator will provide the student with a syllabus at the beginning of the block that includes the

required outcome objectives, instructional methods, assessment methods, a day-by-day schedule, and

grading criteria. Achievement of the outcome objectives will be assessed through individual quizzes,

examinations, and individual performance on any assignments given in that block. The minimum passing

score (P) in any block is 80%. Students who earn a grade of 90% or higher will receive a grade of “high

pass” (HP). A student who fails to meet the minimum requirement of 80% will receive a grade of “no pass”

(NP) and will be automatically placed on academic probation (see Probation below). Policies requiring

remediation of failed blocks are set forth under Failure to Meet Standards, below. All recorded grades

will remain on the official transcript except in cases where clerical errors have occurred. The grading

policies for the professional practice component of the curriculum (the Introductory Professional Practice

Experience [IPPE], the Advanced Pharmacy Practice Experiences [APPE] and the Advanced Electives

[AEs]) are set forth in separate policies.

Grading procedures

Block grades: end of block grades will be assigned as follows:

HP = High Pass; a student has achieved a minimum of 90%.

P = Pass; a student has achieved a minimum of 80%.

NP = No Pass; indicates the student has not achieved the minimum of 80% in

the block (See Failure to Meet Standards section).

NP/P = Indicates a student has successfully remediated a block. The “NP” will

remain on the student’s transcript.

I = Incomplete (Refer to the policy on Attendance and Absences).

I/P = Indicates a student has successfully completed a block following receipt

of an incomplete grade. The “I” will remain on the student’s transcript.

I/NP = Indicates a student has unsuccessfully completed a block following

receipt of an incomplete grade.

M = Missing

W = Withdrawal (Refer to the General Academic Policies and Procedures

above).

Advanced Pharmacy Practice Experiences (APPE)/Advanced Electives (AE) grades will be assigned as

follows:

P = Pass.

NP = No Pass; student has not achieved the rotation outcomes.

NP/P = Indicates a student has successfully remediated APPE/AE. The NP will

remain on the student’s transcript.

I = Incomplete (Refer to the policy on Attendance and Absences and on

Student Progress).

I/P = Indicates a student has successfully completed an APPE/AE following

receipt of an incomplete grade. The “I” will remain on the student’s

transcript.

I/NP = Indicates a student has unsuccessfully completed an APPE/AE

following receipt of an incomplete grade.

M = Missing

W = Withdrawal (Refer to the General Academic Policies and Procedures

above).

Credit hours

To be eligible for graduation, a student must complete the following required components of the Doctor

of Pharmacy program:

Year # of Credits per year

1 40

2 40

3 44

4 50

Total 174

Learning Assurance

Competency-based education provides students opportunities to achieve block outcomes, thus, learning

assurance will be provided in each block. Block faculty will work with students to help them achieve the

required standards as stated in the block syllabus. Assessment methods are intended to ensure that

outcomes are met, and if not, they are to be used as a means of assessing the area(s) of difficulty. Various

methods will be employed to help students via the block syllabus. If additional points are assessed for any

assignment or examination for which learning assurance has been provided, the actual numerical score will

be recorded as no greater than 80%.

Failure to Meet Standards

Students who fail to achieve the 80% standard in a block will be given a grade of “NP” and will be

placed on academic probation automatically by the Dean (See General Academic Policies and

Procedures on Probation). Students who receive a designation of “NP” in up to two blocks during one

academic year will be required to enroll for remediation for each block for which a grade of “NP” has been

recorded. Block remediation may include a variety of activities such as faculty-student conferences,

independent study and other types of coursework. However, in all cases, a final comprehensive remediation

examination will be required to demonstrate successful attainment of the required standards. It is the

student’s responsibility to prepare for the comprehensive remediation examination and other assigned

coursework that may be required. Students will be required to pay a fee of $250 for each block remediated.

The Academic Performance and Standards Committee will coordinate the block remediation schedule.

If remediation is successful, the student’s transcript will reflect a grade change of NP to NP/P. The

original grade of NP will remain on the official transcript. If a student fails any block remediation, he/she

may be dismissed from the program. The Academic Performance and Standards Committee will review

each case of failure of block remediation and make a recommendation to the Dean.

Remediation for Blocks in the First and Second Professional Years

The Office of the Association Dean for Academic Affairs will post the schedule for the comprehensive

remediation examinations the week following the end of the last block of the academic year.

Comprehensive remediation examinations will take place during the four weeks following the last block of

the academic year. Students must be available for any scheduled comprehensive remediation examination

they are required to take.

One comprehensive remediation examination will be administered that covers all block objectives (those

areas the student failed plus all other required competencies). Each block requiring remediation will have a

separate examination. Students must pass the comprehensive remediation examination to be promoted to the

next academic year. Students will be required to pay a fee of $250 for each comprehensive remediation

examination.

Remediation for Blocks in the Third Professional Year

The Office of the Associate Dean for Academic Affairs will post the schedule for the comprehensive

remediation examinations the week following the end of the last block of the third year. The comprehensive

remediation examinations for P3 students (Blocks 3.1-3.5) will be scheduled in January. Students will not

be scheduled to start Advanced Pharmacy Practice Experiences (APPEs) until all blocks are successfully

remediated. The Academic Performance and Standards Committee must approve any exceptions. One

comprehensive remediation examination will be administered that covers all block objectives within each

block the student failed (those areas the student failed plus all other required outcomes). Each block

requiring remediation will have a separate exam. The consequences of not passing remediation are outlined

below under Student Progress.

Attendance and Absences

Students are to be in class Monday-Friday from 8 am to 3 p.m., unless the block schedule notes

otherwise.

When a student must be absent, he/she must contact the Block Facilitator as soon as possible. If unable

to reach the Facilitator, the student must leave a message with a contact telephone number. Accommodation

for excused absences will be made, whenever possible, to assist students in situations involving illness or

other emergencies. The Block Facilitator may require documentation of the reason(s) for the absence. The

Block Facilitator/Faculty will determine how the missed materials will be completed.

If the absence is over three class days in duration, the case will be referred to the Academic Performance

and Standards Committee, to determine, in consultation with Block Faculty, if ongoing accommodation can

be made given the anticipated length of absence. The Committee may, at its discretion, recommend that the

student be assigned an Incomplete Grade (I) for the block. Refer to Student Progress (below) for

procedures to remove an Incomplete Grade. If the Committee determines that it is not possible for the

student to continue in the program, a leave of absence may be recommended. Leaves of absence are

governed by University policy. The Academic Performance and Standards Committee will make these

determinations on a case-by-case basis after review of the facts and forward a recommendation to the Dean.

This policy also applies to students on APPE/AE. These students are also governed by policies

contained in the Syllabus of Advanced Pharmacy Practice Experiences and by rotation-specific

requirements.

Independent Study: Because of the unique and intensive nature of the College of Pharmacy’s

curriculum, the collaborative teaching and learning processes among team members, and the sequencing of

key blocks, the Faculty does not believe that independent learning of core coursework meets the goals of the

Doctor of Pharmacy program. In special cases, e.g. involving illness, reasonable accommodation will be

made to permit the student to continue in his/her course of study if possible. Additionally, the collaborative

learning process among team members is a critical element of the curriculum. Students accepted into the

program must understand that their grades require successful collaboration with team members.

Independent study of blocks in the core curriculum in the College of Pharmacy is not permitted either in

summer or during the academic year. The only independent study that is permitted is via learning assurance

and remediation.

Holidays: Western University publishes an annual list of holidays recognized by the University. A

student who requests time off for a holiday other than those observed by Western University must do so in

writing to the Block Facilitator a minimum of 5 school days before the start of the block in which the

holiday falls. If the request is approved, the student is responsible for any work missed on the date(s)

absent. All assignments must be completed by the scheduled time. However, if the student fails to notify the

Block Facilitator in the timeframe noted, the absence will be considered an unexcused absence, and no

remediation will be permitted. The Western University holiday schedule does not apply to students on

Advanced Pharmacy Practice Experiences and on off-campus Advanced Electives. Students will follow the

rotation site holiday schedule on Advanced Pharmacy Practice Experiences and on Advanced Electives.

Professional Meetings and Other Related Absences: All students are required to attend one

professional meeting each year as indicated on the College’s academic calendar.

Policy for Academic Dishonesty

The faculty takes the position that honesty and integrity are among the most valued traits of a

professional person. As future professionals, each student must assume personal responsibility for honesty

and integrity.

The College of Pharmacy faculty will not tolerate academic dishonesty. Verification of an offense is

grounds for dismissal. Academic dishonesty includes, but is not limited to activities such as changing

examination answers after the graded examination has been returned, cheating, plagiarism, bringing in

unauthorized resources to exams or other assessed exercises, and signing another student’s name on

attendance records or team examinations/assignments.

All incidents that compromise academic integrity must be documented and referred to the Dean for

review. This Dean will investigate all allegations, and either resolve the issue or forward the issue to the

University Student Conduct Committee. The student may appeal the action following policies listed in the

General Academic Policies and Procedures section of this Catalog.

Student Examination and Assignment Policies and Grade Appeals

Excused Absence from an Exam: Excused absences are for emergencies. In the case of an emergency

the student must notify the Block Facilitator at the earliest time possible (see Attendance and Absences

Section above). Students who are excused from an examination/assignment will be permitted to

take/complete the examination/assignment at a time designated by the block faculty. [NOTE:

Examination/Assignment refers to any graded assessment in the block.] The student will be eligible to earn

full credit for the examination/assignment under these circumstances. However, a student who does not

take/complete the individual examination/assignment and who is not excused by the Block Facilitator will

received a zero for the examination/assignment. If emergencies arise that require a student to miss more

than one examination or assignment in a block, the student’s performance will automatically be referred to

the Academic Performance and Standards Committee for review.

Requests for an Examination or Assignment Regrade: This section applies to all graded assessments.

Any request by a student to have an examination or assignment regraded must be made in writing and

submitted to the Block Facilitator within two working days of return of the examination or assignment.

The student must specify which question(s) and answer(s) are to be reconsidered in the request. The

request should be accompanied by lecture notes or referenced sources that support the student’s original

answer. On receipt of the request, the Block Facilitator will consider the request and document the decision

regarding the request in writing to the student. The Block Facilitator will maintain a copy of the request and

action taken. If the request for a regrade concerns a faculty member other than the Block Facilitator, the

faculty member has the option of regrading the examination/assignment in its entirety. The Block

Facilitator will respond to the student within two working days of receiving the written request.

If the student disagrees with the decision and has adhered to the timelines specified for regarding, he/she

may petition the Academic Performance and Standards Committee for an appeal of the regrade decision.

Grade Appeals: A Grade Appeals Sub-Committee, if required, shall be constituted by the Academic

Performance and Standards Committee. It shall consist of at least one member of the Academic

Performance and Standards Committee, who shall serve as Chair, two voting faculty members not on the

Committee, and one student representative. All members of the Grade Appeals Sub-Committee have full

voting privileges. The Committee will conduct its own investigation in conjunction with such an appeal

following established procedural guidelines for handling student appeals of an academic nature. An

alternate appointed by the Dean will replace members of the Committee who may have a conflict of interest

in a particular case, e.g., a faculty member on the Committee may be the person who administered the grade

that is being appealed.

Appeal Process

Students may appeal decisions regarding suspension, student conduct, academic progression/promotion

and graduation according to the regulations listed in the General Academic Policies and Procedures

section in the front section of this Catalogue.

Student Progress

Academic Progression Blocks 1.1 through 3.5: To progress to the next academic year, a student must

pass all blocks in the current academic year. The Academic Performance and Standards Committee will

review each student’s progress at the end of every block.

Failure to Meet Standards – First Block Actions: When a student does not achieve the required

standard in a block, the Dean will automatically place him/her on academic probation. The Dean will notify

the student in writing within two weeks of receiving his/her final block grade. Letters will be distributed

either by the Dean or via certified and regular mail delivery. Student confidentiality will be maintained.

The terms of probation will be specified at the time a student is placed on probation. If a student is placed

on probation, he/she must meet with his/her faculty advisor monthly and may not hold office in any

University or College organization. The student will develop a corrective plan and submit it to his/her

faculty advisor within five working days. This plan should include problems the student is experiencing

(e.g., the number of hours the student is working, illness), the need for assistance from the Learning

Enhancement & Academic Development (LEAD) program, and actions the student will take to prevent

further difficulties. The faculty advisor will approve the plan and make appropriate referrals as necessary.

Both the student and the faculty advisor will sign the plan, and both parties will retain a copy. The student

will submit a copy of the plan to the Academic Performance and Standards Committee in a timely manner.

On a monthly basis, the student and faculty advisor will evaluate the plan and make changes as necessary.

Failure to Meet Standards – Second Block Actions: When a student does not achieve the required

standard in a second block in an academic year, the Academic Performance and Standards Committee will

schedule a meeting with the student. The student may invite his/her faculty advisor to the meeting. During

the meeting the corrective plan previously developed will be reviewed carefully, revised, and appropriate

additional referrals will be recommended, if needed. The student will continue on probation.

Failure to Meet Standards – Third Block Actions: When a student does not achieve the required

standards in a third block in an academic year, he/she will meet with the Academic Performance and

Standards Committee. The student may invite his/her faculty advisor to the meeting. At this time, the

Committee may recommend one of the following actions to the Dean: (1) The student may be required to

withdraw from the program “not in good academic standing,” and allowed to repeat the entire academic

year; or (2) be dismissed from the program (see Dismissal in General Academic Policies and Procedures

section). A recommendation regarding the disposition of a particular student’s case will be made by the

Academic Performance and Standards Committee based on review of the student’s overall academic

performance and with input from the student’s advisor, block faculty or other individuals the Committee

may consult. The Committee will send a written recommendation to the Dean, who will make a final

decision regarding the course of action to be taken. The student has the right to appeal this decision

according to established policy (see Student Appeal Process in General Academic Policies and

Procedures section). If a student is required to repeat an entire year of the program, he/she is responsible

for meeting with the Associate Dean for Academic Affairs to establish his/her schedule to ensure that all

required blocks are completed.

Incomplete grade (I): An Incomplete grade (I) indicates that a student has not been able to complete all

required work for issuance of a letter grade. An incomplete grade must be replaced before the student

registers for the next academic year, unless other arrangements are made with the Dean. The activities to

replace an incomplete grade may vary depending on individual circumstances. In some cases, Faculty may

require the student to take the block in the year following. The procedures for making up an incomplete

grade must not be in conflict with the College’s policy on Independent Study. The Block Facilitator and

Block Faculty should have a plan for removing the incomplete grade when assigning the I grade.

Replacement of an incomplete will be under the direction of the Block Facilitator and Block Faculty and

will be processed by the Office of the Associate Dean for Academic Affairs. A fee may be assessed. The

incomplete grade (I) remains on the transcript followed by the Pass grade when earned (I/P).

Eligibility to participate in Advanced Pharmacy Practice Experiences (APPEs): Courses in the first

through third years must be completed successfully before beginning APPEs. Students may not start an

APPE until the Academic Performance and Standards Committee has been notified that all blocks have

been remediated successfully. The Academic Performance and Standards Committee will ensure that

students are eligible to begin APPEs.

Progression to the Fourth Professional Year: Students must have completed at least three rotations

successfully by the end of July in their P3 year to progress to the fourth year of the program. As a general

rule, no “off rotations” will be given during the first three APPEs unless a student is required to remediate a

block during Rotation 1 or if there is an extenuating circumstance (e.g., maternity leave, illness). The

Academic Performance and Standards Committee will monitor the progress of any student who is on

academic probation.

Failure to Meet Standards on APPE: When a student receives a NP or an Incomplete grade (I) in a

rotation, the faculty member directing APPE assignments will notify the committee in a timely manner.

He/she will make recommendations to the committee regarding remediation. The Academic Performance

and Standards Committee will approve the remediation plan. The student will be placed on academic

probation until he/she remediates the APPE. To monitor the quality of a student’s performance on APPEs,

all students must complete at least one APPE with a voting, full-time faculty member. If a student drops or

fails this required APPE, he/she must complete another APPE successfully with another voting, full-time

faculty member.

Progression to Advanced Electives/Comprehensive Review and Assessment: Students may not begin

elective requirements (coursework, Advanced Electives, Research Elective) until all APPE rotations are

completed successfully. Students may not complete the Comprehensive Review and Assessment until all

other requirements are completed. Any students requesting an exception to this policy will be considered on

a case by case basis by the Academic Performance and Standards Committee. The recommendation of the

Academic Performance and Standards Committee will be forwarded to the Dean for his/her action.

Incivility

The College of Pharmacy does not tolerate incivility by any member of the College/University

community. This includes faculty, staff, students, guests, and visitors. Examples of incivility include rude,

sarcastic, obscene, disruptive or disrespectful behavior, threats, and damage to property. Complaints of

incidences of incivility will be reported to the Dean. Should violations by students be determined to have

occurred, the Dean either will resolve the issue or forward the issue to the Student Conduct Committee.

Students have the right of appeal through the Student Appeal Process.

Veterans

Veterans who fail to maintain satisfactory progress for more than five (5) blocks will not be certified to

receive any Veterans’ benefits until they have corrected the situation and are making satisfactory progress.

Research Activities

Students in the College of Pharmacy are encouraged to participate in research under the direction of

faculty advisor(s). Students with appropriate interests and academic preparation may participate in research

as part of the elective program.

Program Completion and Eligibility for Graduation

All coursework in the College of Pharmacy must be completed within six (6) years of beginning the

program. Exceptions may be made only upon recommendation of the Academic Performance and Standards

Committee in consultation with the Dean. Students eligible for graduation must be approved by a vote of

the College Faculty.

Graduation

A student will be recommended for the Doctor of Pharmacy degree provided he/she:

• Has been enrolled in the Western University of Health Sciences, College of Pharmacy, for the duration

of the Pharm.D. program.

• Is not on probation and has completed all prescribed academic requirements and has no outstanding

grade of “I” or “NP”.

• Has demonstrated no serious deficiencies in ethical, professional, or personal conduct that would make

it inappropriate to award the Doctor of Pharmacy degree.

• Has complied with all the legal and financial requirements of the University as stated in the University

Catalogue.

No student will receive his/her diploma until that student has successfully completed all requirements for

graduation.

All students must attend and participate in the Commencement program at which time the degree is

conferred, unless special permission has been granted by the President of Western University of Health

Sciences. If the President grants special permission to be excused from graduation, the graduate may be

required to present himself or herself to the Provost, Executive Vice President of Academic Affairs or

appropriate Dean at a later date in order to take the required oath (if relevant) to receive his or her diploma.

DESCRIPTION OF BLOCKS/COURSE DESCRIPTIONS

Blocks listed in this catalog are subject to change through established academic channels. New blocks

and changes in existing blocks are approved by the College of Pharmacy Curriculum Committee and the

Faculty.

FIRST YEAR

The 5000 series is assigned to didactic blocks in the Basic Science Foundations and Professional

Practice Foundation blocks for the first-year pharmacy students (P1).

PHRM 5111 Foundations of Clinical Practice I (4 credits)

This block is designed to introduce the student to the knowledge, skills and attitudes necessary for

successful completion of the Pharm.D. curriculum, and to begin to develop foundation skills for patient-

centered pharmacy practice. General topics include an introduction to contemporary pharmacy practice and

the role of the pharmacist as a health care provider, written and verbal communication skills, developing

team collaboration skills, humanism, introduction to ethics and professionalism, time management, resume

writing, pharmacy abbreviations and equivalents, medical terminology, pharmaceutical calculations,

pharmacy law, introduction to over the counter medications and pharmaceutical care, introduction to drug

information, and introduction to the US health care system. (Formerly PHRM 5101)

PHRM 5112 Foundations of Clinical Practice II (4 credits)

This block is designed to further advance and reinforce the knowledge, skills and attitudes initially

introduced to the student in PHRM 5111 and to develop clinical foundation skills necessary for patient-

centered pharmacy practice. General topics include written and verbal communication skills, developing

team collaboration skills, medical terminology, pharmaceutical calculations, pharmacy law, over the counter

medications and pharmaceutical care, introduction of patient medical history and the patient medical record,

drug information, the top 200 drugs and drug cards, physical assessment skills, patient counseling skills,

belief systems and pharmaceutical care, introduction to pharmacy practice-community pharmacy and

inpatient hospital pharmacy clerkships. Prerequisite: PHRM 5111. (Formerly PHRM 5105)

PHRM 5113 Foundations of Clinical Practice III (4 credits)

This block is designed to further advance and reinforce the knowledge, skills and attitudes initially

introduced to the student in PHRM 5111, and further enhanced in PHRM 5112, and to develop clinical

foundation skills necessary for patient-centered pharmacy practice. General topics include written and

verbal communication skills, developing team collaboration skills, medical terminology, pharmaceutical

calculations, pharmacy law, over the counter medications and pharmaceutical care, introduction to patient

SOAP notes, the top 200 drugs and drug cards, First Aid certification, patient counseling skills, introduction

to pharmacy practice-community pharmacy and inpatient hospital pharmacy clerkships, current issues in

pharmacy practice and the medication use system. Prerequisite: PHRM 5112. (Formerly PHRM 5110)

PHRM 5114 Comprehensive Review (1 credit)

This block summarizes and provides a final integration of materials and skills learned during the first

year. A final comprehensive examination and a clinical skills assessment examination are administered and

year-long team assignments are finalized with presentations and poster sessions.

PHRM 5211 Introduction to the Pharmaceutical Sciences (1 credit)

This course introduces the chemical, physicochemical, biopharmaceutical and mathematical principles

and concepts that are fundamental to the study of the pharmaceutical sciences. Functional group chemistry

is introduced with emphasis on acid-base properties, contributions to solubility, chemical stability and

chemical incompatibilities. An introduction to the basic mathematical and graphical principles relevant to

students in pharmaceutics, biopharmaceutics and pharmacokinetics is also presented. Rational approaches

to problem-solving in the pharmaceutical sciences is an important component.

PHRM 5212 Integrated Biological Sciences I (3 credits)

This series of blocks (PHRM 5212, 5213, 5214 and 5215) presents general principles of biochemistry,

molecular biology, physiology, pharmacology and medicinal chemistry. The purpose of these blocks is to

demonstrate their interdependence and to provide an integrated, scientific basis for the development and

therapeutic use of drugs. The series focuses on the human system and provides the organizational

knowledge and background relevant to the management of homeostasis blocks of the second and third

years. The biochemistry and molecular biology portions present the common features of most biochemical

pathways and their relevance in diagnosing and treating disease, as well as developing therapeutic agents.

With physiology, the organization of biological systems (homeostasis) is emphasized with the objective of

demonstrating how the breakdown of organization leads to disease and the manipulation (interference or

enhancement) of organization provides the basis for therapeutic intervention. The intent is to demonstrate

how an understanding of biochemistry and molecular biology is fundamental toward developing an

appreciation of medicinal chemistry and the development of drug entities. Principles addressing cellular and

tissue physiology provide a conceptual framework to introduce pharmacology by emphasizing

commonalties of drug mechanism with drug classification. Fundamental principles are emphasized with the

intent of providing their relevance for prevention and treatment of disease using therapeutic agents, which

themselves can be considered as modifications of intrinsic, biological compounds. (Formerly PHRM 5102)

PHRM 5213 Integrated Biological Sciences II (3 credits)

Continuation of PHRM 5212. Prerequisite: PHRM 5212. (Formerly PHRM 5103)

PHRM 5214 Integrated Biological Sciences III (3 credits)

Continuation of PHRM 5213. Prerequisite: PHRM 5213. (Formerly PHRM 5104)

PHRM 5215 Integrated Biological Sciences IV (4 credits)

Continuation of PHRM 5214. Prerequisite: PHRM 5214.

PHRM 5301 Pharmaceutics/Biopharmaceutics I (3 credits)

This block introduces the student to physicochemical principles and their applications in order to

develop an understanding of the manufacture, compounding, and proper use of liquid (homogeneous and

disperse systems) and solid dosage forms. Prerequisite: PHRM 5211. (Formerly PHRM 5107)

PHRM 5302 Pharmaceutics/Biopharmaceutics II (3 credits)

This block deals with the manufacture, compounding and proper use of different dosage forms (topicals,

suppositories, aerosols, parenterals and novel drug delivery systems). Additionally, students will be

introduced to innovations in biotechnology processes and products. Prerequisite: PHRM 5301. (Formerly

PHRM 5108)

PHRM 5401 Immunology (3 credits)

The first part of this block introduces students to the basics of immunology including cells, organs and

effector systems involved in both cell mediated and humoral mediated immune activity. The second part of

the block focuses on regulatory interactions between different components of the immune system and the

deleterious effects of aberrant immune processes. (Formerly PHRM 5106)

PHRM 5501 Pharmacokinetics (4 credits)

This block gives the student an introduction to principles of pharmacokinetics. The relationships

between physicochemical characteristics and physiological factors to drug disposition are discussed. The

relevance of pharmacokinetics to drug therapy is presented. Prerequisites: PHRM 5111, PHRM 5301 and

PHRM 5302. (Formerly PHRM 5109)

SECOND YEAR AND FIRST HALF OF THE THIRD YEAR

The 6200 series describes the didactic curriculum for second-year pharmacy students (P2). The 6300

series denotes the didactic curriculum for the first half of the third year (P3).

PHRM 6201 Health Care Administration/Drug Information (4 credits)

This block covers Health Care Administration and Drug Information. Health Care Administration

provides an overview of the health care system in the US in terms of its evolution, structure, function,

components and interrelationships between stakeholders of the system. The Drug Information component of

this block continues the student's development in drug information. Introduces the student to research

methodology and biostatistics.

PHRM 6212 Introduction to Homeostasis and Nutrition (4 credits)

This block introduces homeostasis and covers materials from basic biochemistry to advanced

pharmacotherapeutics as they relate to nutrition. Introductory topics such as laboratory interpretations,

fluid-electrolytes, and acid-base disorders will be covered in addition to the nutrition related topics.

Accordingly, the overall goal of this block is to equip pharmacy students with elemental tools essential for

providing pharmaceutical care as well as to integrate knowledge, skills, and attitudes to provide an

individualized nutrition pharmacotherapeutic plan for a given patient. (Formerly PHRM 6207)

PHRM 6213 Gastrointestinal and Hepatobiliary Systems (4 credits)

This block provides the student with an understanding of the gastrointestinal and the hepatobiliary

systems. Specific emphasis is placed on the pharmacological treatment of peptic ulcer disease,

inflammatory bowel disease, alcoholic liver disease, and hepatitis. (Formerly PHRM 6202)

PHRM 6214 Nephrology and Pulmonary Systems (4 credits)

This block is designed to teach the student how to solve patient-based pharmacotherapeutic problems in

nephrology (kidney diseases) and pulmonology (lung diseases). Hypertension pathophysiology and

treatment are introduced in this course, including national guidelines for diagnosis and treatment.

Nephrology topics include evaluation of renal function, acute renal failure, chronic renal failure (e.g.

diabetic nephropathy and primary glomerular diseases), complications of renal failure (e.g. fluids and

electrolytes, anemia, and secondary hyperparathyroidism), renal transplant, and appropriate drug dosing in

renal disease. Pulmonary topics include asthma (adult and pediatric), chronic bronchitis, emphysema, and

cystic fibrosis. Students learn the proper use of inhalers, spacers, nebulizers, and peak flow meters. Several

critical care medicine topics and venous thromboembolism are also components of this block. Major

concepts of prior block material is reinforced throughout the block. (Formerly PHRM 6204)

PHRM 6215 Foundations of Clinical Practice IV (4 credits)

This block is designed to allow the student an opportunity to strengthen their knowledge in the content

areas previously covered in the second year blocks. Students will engage in team case discussions, which

incorporate and integrate aspects of those disease states previously covered. In addition, students will

continue to expand their knowledge of individual drug therapies by the construction of individual drug

cards. Skills (e.g., counseling, patient education, calculation applications, drug information applications)

relevant to the practice of pharmacy will be practiced in this block. Students will receive certification for

the administration of immunizations. Prerequisite: PHRM 5113. (Formerly PHRM 6205)

PHRM 6216 Endocrine and Reproductive Systems (4 credits)

This block provides students with the knowledge, skills and attitudes to manage pharmacotherapeutic

regimens in endocrine-related diseases, such as diabetes and thyroid disorders, and reproductive medicine.

Gender-related health concerns are also addressed. (Formerly PHRM 6203)

PHRM 6217 Cardiovascular System (4 credits)

This block contains epidemiology, anatomy, physiology, pharmacology, and pharmacotherapy as they

relate to cardiology. Accordingly, the overall goal of this block is to enable students to integrate their

knowledge of these topics in the context of formulating an individualized pharmacotherapeutic plan for a

given patient with cardiac disease(s). (Formerly PHRM 6206)

PHRM 6208 Neurosensory System (4 credits)

This block focuses on the pathophysiology, pharmacology, and pharmacotherapy relevant to diseases

affecting the central nervous system. The main goal of this block is to provide students with the

fundamental knowledge, skills and attitudes required to provide optimal pharmaceutical care to patients

with neurologic disorders. Disease states covered include dementias, epilepsy, headache, Parkinsonism,

acute and chronic pain and stroke.

PHRM 6209 Psychiatry (4 credits)

The purpose of this block is to enable students to integrate the pathophysiology, medicinal chemistry,

pharmacology and therapeutic knowledge in the management of specific disease states. The content of the

block will span psychiatric diseases, substance abuse and toxicological states. Students are provided the

opportunity to practice clinical problem assessment and therapeutic drug monitoring in preparation for

providing pharmaceutical care.

PHRM 6210 Foundations of Clinical Practice V (4 credits)

This block is designed to allow the student an opportunity to strengthen their knowledge in the content

areas previously covered in the second year blocks. Students will engage in team discussions, which

incorporate and integrate aspects of those disease states previously covered. In addition, students will

continue to expand their knowledge of individual drug therapies by the construction of individual drug

cards. Skills (e.g., counseling, patient education, calculation applications, drug information applications)

relevant to the practice of pharmacy will be practiced during this block. Students will receive instruction on

the pharmacist’s role in investigational drug services. Prerequisite: PHRM 6215.

PHRM 6301 Infectious Disease (4 credits)

This block is an integrated approach to microbiology, antimicrobial pharmacology and infectious

disease syndromes. The initial part of the block deals with the identification, laboratory diagnosis,

epidemiology and modes of spread of the medically important pathogens. Pharmacology of the major

classes of antimicrobial agents will be discussed. The latter part of the block will focus on the microbiology,

epidemiology, pathogenesis, pathophysiology, diagnosis, clinical features, preventive and infection control

measures associated with major infectious syndromes due to common bacteria and parasites.

PHRM 6302 HIV, AIDS and Organ Transplantation (4 credits)

This block is an extension of PHRM 6301 with a focus on special patient populations and opportunistic

infections including fungal and viral infections. Pharmacology of antiviral and antifungal agents and the

applications in treating infections will be discussed. The latter part of the block will focus on basic

pharmacology of immunotherapeutic agents and their applications in transplantation.

PHRM 6303 Drug Information/Pharmacy Administration (4 credits)

This block covers Drug Information and Pharmacy Administration. The Drug Information component of

this block continues the students' development of the knowledge, skills and attitudes in drug information.

Pharmacy Administration covers the components of the pharmaceutical distribution system, including

production, logistics, utilization and external subsystems. This block also presents an introduction to human

resource management, strategic planning and marketing, purchasing and inventory, financial management

and continuous quality improvement; and their applications to pharmacy and health care.

PHRM 6304 Oncology (4 credits)

The objective of this block is to provide an introduction in the pathophysiology, medicinal chemistry,

pharmacology, and therapeutic knowledge in the management of hematological disorders, hematological

malignancies and solid tumors. Students will receive instruction in the following areas: appropriate cancer

screening and prevention information to the general public; basic pharmacology of the commonly used

antineoplastic agents in clinical settings; supportive care in oncology and patient specific treatments; and

appropriate treatments for the common types of hematological disorders.

PHRM 6305 Pharmacoeconomics (4 credits)

This block provides students with an understanding of the fundamentals of pharmacoeconomics and its

value to decision making in health care. The block will include the terminology of pharmacoeconomics and

involve understanding, performing and evaluating different types of pharmacoeconomic analysis. Students

will be able to use their background in research methodology and statistics to conduct a 10-step evaluation

of published pharmacoeconomic studies.

ADVANCED PHARMACY PRACTICE EXPERIENCES (APPEs): SECOND HALF OF THE 3RD

YEAR (P3) AND FIRST HALF OF THE 4TH YEAR (P4)

The APPE rotations provide one year of supervised clinical education. Students advance their

knowledge in areas such as taking drug histories, providing patient education, interpreting diagnostic data

and dispensing and compounding medications. The 7000 series are designated for the APPE rotations.

Required rotations:

PHRM 7110 Ambulatory care externship (8 credits)

Supervised patient care experience in an outpatient setting under the supervision of a preceptor or

faculty member of the College of Pharmacy.

PHRM 7120 Institutional care externship (8 credits)

Supervised patient care experience in a hospital or other institutional setting under the direct supervision

of a preceptor or faculty member of the College of Pharmacy.

PHRM 7210 Ambulatory care clinical (8 credits)

Supervised clinical pharmacy experience emphasizing the development of pharmaceutical care skills in

an out-patient setting.

PHRM 7220 Institutional care clinical (8 credits)

Supervised clinical pharmacy experience emphasizing the development of pharmaceutical care skills in a

hospital or other institutional setting such as a long term care facility.

Elective Rotations:

PHRM 7330 Elective clerkship I (8 credits)

Supervised education in clinical, administrative or research settings that provide additional experience in

specialty areas such as pediatrics, geriatrics, infectious disease, drug information, oncology, pharmaceutical

research, pharmacy administration, etc.

PHRM 7340 Elective clerkship II (8 credits)

Supervised education in clinical, administrative or research settings that provide additional experience in

specialty areas such as pediatrics, geriatrics, infectious disease, drug information, oncology, pharmaceutical

research, pharmacy administration etc.

Prerequisite: PHRM 7330.

PHRM 7350 Elective clerkship III (8 credits)

Supervised education in clinical, administrative or research settings that provide additional experience in

specialty areas such as pediatrics, geriatrics, infectious disease, drug information, oncology, pharmaceutical

research, pharmacy administration etc.

Prerequisite: PHRM 7340.

Electives:

FOURTH YEAR (P4): 16 credits of elective coursework and 2 credits in the comprehensive review and

assessment are required.

The 8000 series is designed for elective coursework and the comprehensive assessment/review weeks.

The elective program is a capstone experience designed to prepare the student for his/her role as an entry

level practitioner. Electives are offered in areas such as research, teaching, and advanced clinical practice.

A project is required of each student. Finally, each student completes a required comprehensive two-week

review and assessment at the end of the program.

PHRM 8200 Elective Coursework (4 credits)

Advanced level coursework in an area of special interest beyond that presented as part of the previous

didactic coursework of the Doctor of Pharmacy Curriculum. Repeatable to a maximum of 16 credits.

PHRM 8400 Elective Apprenticeships (16 credits)

Advanced clinical educational experiences in an area of special interest beyond that provided as part of

the previous clinical coursework of the Doctor of Pharmacy Curriculum. Repeatable to a maximum of 16

credits.

PHRM 8600 Research Electives (16 credits)

Supervised participation in pharmacy related research under the direct supervision of a faculty member.

Repeatable to a maximum of 16 credits.

PHRM 8800 Other Electives (4-16 credits)

Individualized, supervised educational experiences in an area of special interest related to pharmacy

practice beyond that provided by previous coursework in the Doctor of Pharmacy curriculum and not

eligible for credit within PHRM 8200, 8400 or 8600. Repeatable to a maximum of 16 credits.

PHRM 8999 Comprehensive Review and Assessment (2 credits)

A two-week series of didactic and other educational experiences designed to provide students with a

review of the Doctor of Pharmacy Curriculum and conduct assessments of the student's competency for

pharmacy practice.

Sample Schedule: The following schedule represents an example of the schedule for the blocks in one

academic year. This schedule is subject to change.

Year Block No. Block Title

First Year

Fall

5111 Foundations of Clinical Practice I-Introduction to Pharmacy

5112 Foundations of Clinical Practice II

5211 Introduction to Pharmaceutical Sciences

5212 Integrated Biological Sciences I

5213 Integrated Biological Sciences II

5301 Pharmaceutics/Biopharmaceutics I

5302 Pharmaceutics/Biopharmaceutics II

Spring

5214

Integrated Biological Sciences III

5215 Integrated Biological Sciences IV

5401 Immunology

5501 Pharmacokinetics

5113 Foundations of Clinical Practice III

5114 Comprehensive Review

Second Year

Fall

6201

Health Care Administration/Drug Information

6212 Intro. Homeostasis/Nutrition

6213 Gastrointestinal and Hepatobiliary Systems

6214 Nephrology and Pulmonary Systems

6215 Foundations of Clinical Practice IV

Spring

6216

Endocrine and Reproductive Systems

6217 Cardiovascular System

6208 Neurosensory System

6209 Psychiatry

6210 Foundations of Clinical Practice V

Third year

Fall

6301

Infectious Diseases

6302 HIV, AIDS and Transplantation

6303 Oncology

6304 Drug Information and Administration

6305 Pharmacoeconomics

Spring

R1 Inpatient Care Experiential (IX)

R2 Ambulatory Care Experiential (AX)

R3 Inpatient Care Clinical (IC)

Fourth Year

R4 Ambulatory Care Clinical (AC)

R5 Elective rotation

R6 Elective rotation

R7 Elective rotation

R8 Off

January-

May

Advanced Electives: Apprenticeships, coursework, research

May Comprehensive assessment and review

HONORS AND AWARDS

The following awards for PharmD students are presented annually on Honors Day in April.

President's Society Award

Provost's Student Government Award

Dean's Award

American Society of Health Systems Pharmacists Student Leadership Award

Eli Lilly and Company Award

Linda Fox Memorial Endowment Fund Award

Guy M. Allmon Scholarship Fund Award

The following awards are presented annually to graduates at the Commencement Dinner Dance:

Merck Award

APhA-ASP Mortar & Pestle Professionalism Award

Roche Pharmacy Communications Award

Dr. Arasb Ateshkadi Memorial Award

SmithKline Beecham Award

Facts & Comparisons Award of Excellence in Clinical Communication

Pfizer US Pharmaceuticals Outstanding Leader Award

TEVA Pharmaceuticals Outstanding Student Award

Perrigo Award for Excellence in Nonprescription Medication Studies

Mylan Pharmaceuticals Award

Dean's Award

Academic Calendar 2002-2003

PharmD PROGRAM

(subject to change)

Friday, May 17, 2002

Fall Semester Registration Forms due (2

years)

Wednesday, Jul. 24, 2002

Fall Semester Registration (1

years)

Wednesday, Aug. 5, 2002

Fall Semester Tuition Due (1

, 2

and 3

years)

Tuesday, Aug. 6-Friday, Aug. 9, 2002

Orientation

Saturday, Aug. 10, 2002

Convocation/White Coat Ceremony

Monday, Aug. 12, 2002

Fall Semester Tuition Due (4

years)

Monday, Aug. 12, 2002

Classes begin (1

, 2

& 3

years)

Monday, Aug. 19, 2002

Fall Semester Classes Begin (4

years)

Monday, Sept. 2, 2002

Labor Day:

Friday, Oct. 4, 2002

Professional Association Day

Monday, Oct. 148, 2002

Columbus Day

Wednesday, Nov. 27, 2002 (12:00 noon)

Thanksgiving recess

Monday, Dec. 2, 2002

Classes Resume

Monday, Dec. 2-Friday, Dec. 6, 2002

Spring Semester Registration (1

& 2

years)

Friday, Dec. 20, 2002

Spring Semester Tuition Due (all years)

Friday, Dec. 20, 2002

Last Day of Classes, Autumn Semester

Wednesday, Jan. 2, 2002

Spring Semester Tuition Due (1

, 2

& 4

years)

Monday, Jan. 6, 2003

Spring Semester Classes begin (all years)

Monday, Jan. 20, 2003

Martin Luther King Holiday

Monday, Feb. 17, 2003

Presidents Day

Friday, May 23, 2003

Last Day of Spring Semester (1

, 2

& 4

years)

Monday, May 26, 2003

Memorial Day

Friday, Jun. 27, 2003

Last Day of Spring Semester (3

years)

COLLEGE OF ALLIED HEALTH PROFESSIONS

MISSION

The College of Allied Health Professions supports the mission of Western University of Health Sciences by

providing high quality professional and graduate education. The College utilizes the team approach to develop

competent and compassionate professionals who provide service to the community and continually develop their

skills, knowledge, and abilities through independent lifelong learning activities.

GOALS

1. To educate an allied health workforce that helps to meet the healthcare and educational needs of the State of

California and the west.

2. To achieve an environment and culture that support all members of the College.

3. To ensure an environment and culture that empower all persons in the College to maximize their potential as

contributing members in the education of students, in research and clinical activities, and in service to the

community.

COLLEGE OF ALLIED HEALTH PROFESSIONS

Master of Science in Health Sciences Program

The Department of Health Sciences

The Department of Health Sciences aims to sustain an integrative response to methodological issues in order to

equip students with a critical appreciation of the diverse approaches now practiced in science and medicine. In order

to improve the quality of health care, the Department recognizes its responsibility by ensuring and improving the

quality of graduate health science educational experiences. Students are urged to enrich their professional

preparation by integrating knowledge in other disciplines within Health Sciences. The Department of Health

Sciences supports Western University of Health Sciences’ mission to increase the availability of health care

providers and to serve the needs of the people living in the western region. The Department of Health Sciences' aims

provide educational programs to students with diverse backgrounds, who are committed to rational, compassionate

health care. Classes are offered in an environment intended to foster respect for the uniqueness of humanity. The

students are provided with classroom, clinical, and on-line experiences designed to prepare them to function as

competent health care practitioners and educators.

Faculty includes scholars, researchers and administrators from a variety of backgrounds and disciplines. All are

committed to the improvement of teaching and practice in the health professions through the process of professional

development. The future of health care is rapidly expanding through technology and other changes thereby

increasing the demands made upon the health care professional. The graduating student should be able to participate

in and adapt to the ever-changing environment.

Academic Programs

The Department of Health Sciences offers opportunities for students to pursue degrees in two concentrations:

Health Professions Education and Advanced Physician Assistant Practice. Both concentrations lead to a Master of

Science degree in Health Sciences. The broad interest of the faculty provides special opportunities to cross the

boundaries between various health care fields and education, depending on the field of experience of the student.

The curriculum is designed to meet the educational demands on health care education and delivery within an

integrated context of theory and practice that meets the academic requirements for a graduate degree in Health

Sciences. Course work is formulated and designed to promote knowledge, values and skills essential for competent

clinical teaching and continuing education.

The Health Professions Education concentration is designed for professionals who are planning or currently

teaching in the health sciences. The Department of Health Sciences utilizes learning activities based on the

functional requirements of health professionals to illustrate educational concepts and methodologies in varied

settings. In addition to acquiring expertise in the principles of teaching and learning theory, program planning and

evaluation, students are encouraged to develop educational research projects that benefit the academic endeavors in

Health Science Education and supporting advances in patient care, community service, research and education.

The Advanced Physician Assistant Practice concentration is designed for clinically practicing physician assistants

who wish to complete their Master of Science in Health Science degree through a combination of online and

traditional classroom approaches. Licensed physician assistants can choose opportunities for continuing education

and advanced education for clinical practice, focusing on community health and education.

Goals of the Department of Health Sciences

The Department of Health Sciences, through the two selective areas of concentration, provides students with the

necessary background and skills in theory and practical application in both clinical and non-clinical settings. In

fulfillment of the mission of the University, the Department’s goals are to:

1. Provide educational experiences, which will enable the health care professional to function as teachers in a

variety of health care settings.

2. Promote and encourage graduates and students to maintain life long learning and the pursuit of supporting

advances in patient care, community service, research and education.

3. Educate health care professionals who will function as academic leaders in various health care settings.

4. Assist students in the integration of theory and practice to ensure health care education will be relevant to

the needs of society.

5. Encourage students to engage in productive professional relationships to acquire, evaluate and communicate

information about the health sciences.

6. Create and be responsive to the needs of health care professionals, thereby providing opportunities for

educational expansion.

7. Enhance continuing professional education in health care.

8. Further develop clinical education partnerships through the United States (West).

9. Continue to provide educational service to all professionals in the health care community.

Objectives of the Department of Health Sciences

The department is designed to prepare health care professionals with skills in teaching, learning, scholarship and

research. Upon completion of the program, students will be able to:

1. Demonstrate proficiency in adult education practices based upon rational principles and theories.

2. Apply educational theories, models and concepts in the health care setting.

3. Create, implement and analyze valid research projects in health professions education or the clinical

environment.

4. Collaborate with academic health care specialists to further the advancement of the health sciences.

5. Maintain a high standard of academic excellence and pursuit of learning.

6. Contribute scholarly research to the health care professions.

PERSONAL COMPETENCIES FOR ADMISSION AND MATRICULATION

A candidate for admission to the degree programs in the Department of Health Sciences must have the use of

certain sensory and motor functions, or reasonable accommodations thereto; to permit them to carry out the activities

described in the sections that follow. Graduates of the program are eligible for employment in a wide variety of

academic and clinical teaching programs, using an extensive variety of educational methodologies. As a result, they

must have the intellectual ability to learn, integrate, analyze, and synthesize numerical, visual and textual information

in the health professions fields. They must also be able to effectively and accurately integrate this information and

communicate it to others by both oral and written means.

A candidate for the degree programs in the Department of Health Sciences ordinarily must have abilities and

skills of five general varieties, including: (1) observation; (2) communication; (3) motor; (4) intellectual, conceptual,

integrative and quantitative; and (5) behavioral and social. Reasonable accommodations will be provided in

appropriate situations. Under all circumstances, however, a candidate should be able to perform in a reasonably

independent manner. The following provides an overview of the five general varieties of minimal technical standards

that must be met by all successful applicants to the degree programs in the Department of Health Sciences.

1. Observation: Candidates and students must have sufficient vision, with or without reasonable

accommodations, to be able to observe demonstrations and presentations by faculty and other students.

2. Communication: Candidates and students must be able to communicate with students and colleagues. They

should be able to hear, with or without reasonable accommodations. Candidates and students must be able

to read, write, and speak English.

3. Motor: Candidates and students should have sufficient motor function, or reasonable accommodations to

enable them to operate commonly used educational equipment (including, but not limited to, computers,

videotape players, overhead projectors) and design and produce educational materials. These activities

require coordination of both gross and fine muscular movements, equilibrium, and functional use of the

senses of touch or vision.

4. Intellectual, Conceptual, Integrative, and Quantitative Abilities: Students must demonstrate problem-solving

skills, which include measurement, calculation, reasoning, analysis, and synthesis. Instructional design and

the preparations of a thesis or special project require all of these intellectual abilities.

5. Behavioral and Social Abilities: Candidates and students must possess the emotional health required for full

utilization of the intellectual abilities, the exercise of good judgment, the prompt completions of all

responsibilities attendant to an instructor in an educational setting, and the development of mature,

sensitive, and effective relationships with students and colleagues. Candidates and students must be able to

adapt to changing environments and display flexibility in dealing with students at various educational

levels in the health professions. Compassion, integrity, concerns for others, interpersonal skills, interest,

and motivation are all personal qualities to be assessed during the admissions and educational processes.

ADMISSIONS POLICY AND PROCEDURES

Admission to the degree program is through the Department of Health Sciences. Students may apply for either the

fall or spring semesters. Western University is committed to admitting competitive, qualified individuals with

disabilities.

Application Requirements: Advanced Physician Assistant Practice students

Candidates must meet the following academic requirements:

1. A bachelor’s degree from an accredited institution.

2. A 2.5 GPA or above for undergraduate work, 3.0 for graduate work.

Applicants must also submit the following materials for application:

1. Copy of State PA licensure and NCCPA card (for applicants still in the licensure process, proof of an

interim PA license will satisfy this requirement)

2. Official transcripts from all undergraduate and graduate institutions attended.

3. Completed application form and $35.00 a nonrefundable application fee.

Application Requirements: HPE students

Applicants to the HPE concentration should be a health professional or in a career that involves education of

health professionals. Candidates must meet the following academic requirements:

1. A bachelor’s degree from an accredited institution is preferred. However, consideration will be given on a

case-by-case basis to applicants holding an advanced professional degree, provided that the applicant has

completed at least 90 semester hours at the undergraduate level from a regionally accredited college or

university. Thirty (30) units must consist of upper division coursework, i.e., junior or senior level courses.

2. A 2.5 GPA or above for undergraduate work, 3.0 or above for graduate work.

Applicants must also submit the following materials for application

1. Official transcripts from all undergraduate and graduate institutions attended.

2. Completed application form and a $35.00 nonrefundable application fee.

Application Procedures and Deadlines

Students are advised to submit applications materials as early as possible prior to the semester in which they wish

to begin their program of studies. Deadline for receipt of application materials is no later than 30 days prior to the

first day of classes for each semester.

To request an informational brochure and/or an application, contact the admissions office at

Office of Admissions

Western University of Health Sciences

309 E. Second Street

Pomona, CA 91766

(909) 469-5336

Or on the internet at http://www.westernu.edu.

Transfer of Credits

The maximum number of graduate units that may be transferred from another institution offering programs of

graduate studies is six semester units. Only graduate credit relevant to the Master of Science in Health Science

degree concentration at Western University, which has been completed within the last five years, may be applied

toward completion of the Master of Science degree. To be considered for transfer credit, the course must have been

taken after the award of a bachelor’s degree and be eligible for graduate studies credit at the issuing institution. The

student must have received a grade B or above in the course. An official transcript and a course description should

be submitted to the Chair of the Department of Health Sciences for consideration of the faculty. The Department of

Health Sciences faculty will determine whether or not courses undertaken at other institutions qualify for transfer. No

transfer credit will be given HSCI 5999, HPE 5300, or HPE 5208.

Continuing Education and Non-degree students

An applicant who has a bachelor’s degree and/or advanced degree and does not wish to pursue a master’s degree

in health sciences at Western University of Health Sciences at the present time, but who wishes to engage in graduate

study for (a) personal development, (b) continuing education, or (c) other professional development needs, may

consider enrollment as a non-degree student. A limited number of applicants may enroll as non-degree students each

semester. The usual admission and registration procedures must be followed. Admission as a non-degree student

does not assure acceptance as a degree candidate, should the student at a later time wish to change enrollment status.

An unlimited number of semester units may be completed while in non-degree status. Should the student wish to

change enrollment status, the usual admission procedures must be followed. Questions about transferring from non-

degree to degree status should be directed to the Chairperson, Department of Health Sciences.

REGISTRATION POLICIES AND PROCEDURES

Prior to each semester, a class schedule mailed to students by the Registrar. All candidates for the MSHS degree

are required to register on-line or in person. Advisement is available from the Department Chair and faculty in order

to promote greater efficiency in the registration and enrollment process. Enrollment occurs during the week prior to

the first class meetings, on an appointment basis. Enrollment is available biannually, during the Fall and Spring

semesters.

Students may be denied admission to a specific class due to availability or limited enrollment. Courses with less

than three students registered may be cancelled. An individual must enroll for a minimum of three semester hours of

credit for each semester in which they wish to be identified as students.

New Graduate Students

New graduate students are notified by electronic or US mail of their admission status. This notification will

include a list of courses available during the next semester and the necessary registration materials. Completed

registration materials and fees may be submitted through the US mail, or in person, two weeks prior to the first week

of classes.

Readmission

Graduate students who have not been enrolled for more than one calendar year must submit a new application

form and fee, unless other arrangements have been made at the time of withdrawal/leave from the program. The

application will be assessed according to the current admissions policies, and students will be required to fulfill

program requirements in place at the time of readmission.

Continuing Graduate Students

Continuing students will receive registration information and materials on-line prior to the beginning of the

semester. Should this information not arrive for any reason, it is the student's responsibility to contact the office of

Student Affairs for the appropriate materials. Completed registration materials and fees may be submitted to the

Registrar through the mail or in person, two weeks prior to the first week of classes.

Late Registration

Students must follow the registration procedures and timelines printed in the Class Schedule provided at the

beginning of each regular semester. The days of registration and late registration are listed in the Schedule of

Courses mailed to each student prior to the start of the semester by the Registrar. Appropriate fees for late

registration will be assessed.

Add/Drop and Withdrawal from Courses

In order to add or drop a class, the student must obtain a Change of Registration form on-line or from the Health

Sciences Department office, complete and submit it prior to the end of the third week of classes of each semester.

Withdrawal from a course (not the program) requires completion and submission of the appropriate withdrawal form.

Please note that this will not result in an "incomplete" (I) grade.

ACADEMIC POLICIES AND PROCEDURES

Course Load

A graduate student at Western University of Health Sciences in the Master of Science in Health Sciences program

must enroll in at least eight semester hours per term to be considered full-time. To be considered full-time when

enrolled in fewer than eight hours, the student must be registered in all remaining courses necessary for completion

of the graduation requirements for the degree.

Reasonable Academic Progress

All students are expected to make reasonable progress each year toward the degree objective. Full-time graduate

students are considered to be making reasonable academic progress when they maintain an overall GPA of at least

3.0 and complete 16 semester hours during the calendar year. Both part-time and full-time students must complete

the graduation requirements within the time limits described under Graduation Requirements.

For part-time students, reasonable academic progress will be determined by the faculty on an annual basis upon

consultation with the student.

Student Rights and Responsibilities

It is the responsibility of the student to be familiar with the contents of the catalog and to observe all policies and

procedures relative to the completion of requirements for the graduate degree that were in effect at the time of initial

enrollment in the specific degree concentration in the Department of Health Sciences.

A student may opt to complete the program of study and degree requirements described in the catalog at the time

of his or her graduation, provided all revised policies of the later catalog are followed. Students are required to keep

the Registrar informed of their current address and telephone number. Forms for this purpose are available in the

Student Affairs office.

Grading System

Official grades are turned in to the Registrar from the Dean of Allied Health Professions, at which time the online

student records system, BanWeb, is updated. Official grade reports and unofficial transcripts will be available on the

BanWeb student records system throughout the academic year. For more information on how to access the BanWeb

student records system, visit the Registrar’s website at http://www.westernu.edu/registrar.

Western University of Health Sciences makes use of letter grades, which may include a plus/minus (+ / -) system

of grading. The Department of Health Sciences makes use of letter grades only. A four-valued letter grade scale will

be given, indicating:

Grade Quality Points

A - Excellent 4

B - Good 3

C - Satisfactory 2

U - Unsatisfactory 0

I - Incomplete 0

Au - Audit 0

W - Withdrawal 0

Cr - Credit 0

NCr - Non-credit 0

Courses are rated at one semester hour for each 12 contact hours. The grade point average is calculated at the end

of each semester as the sum of earned grade points divided by the sum of semester hours passed and failed. A

cumulative grade point average will be calculated and posted on the transcript.

No grade will be changed unless the instructor certifies in writing that an error in computing or recording the

grade has occurred or that the student has completed course requirements for an Incomplete grade or remediated an

Unsatisfactory grade.

Incomplete

An Incomplete grade ("I") will only be assigned to students whose professional commitments and/or personal

responsibilities prevent him or her from completing the requirements of the course. A student may remove an

incomplete by completing course requirements within the following academic semester. Should extenuating

circumstances arise, the student may petition the instructor in writing for a one-semester extension to complete the

course work. Prior to the end of the semester in which the original incomplete grade was assigned, the instructor

must approve arrangements for the Incomplete and its removal. The instructor must certify any grade changes.

Academic Standing

An overall grade point average of 3.0 (B) must be maintained during graduate work undertaken at Western

University of Health Sciences in order to qualify for advancement to candidacy. A 2.0 (C) grade earned in any class

may be applied toward graduation only if the overall grade point average at the time of application for graduation

continues at a minimum 3.0 (B) overall grade point average. Any grade below a 2.0 (C) may not be applied toward

graduation. Any student whose grade point average falls below a 3.0 average will be placed on probation.

Graduation Requirements

A 32-unit requirement exists for the award of the Master of Science in Health Sciences degree. A total of 9 credit

hours of Core Master of Science in Health Science courses are required of all MSHS candidates. Students also need

to complete the Required Core credit hours in their degree concentration (15 credit hours for HPE concentration and

14 credit hours for the APAP concentration). The remaining credit hours required for the degree will be taken from

among the selective courses available in the particular concentration.

REQUIRED CORE COURSES, MASTER OF SCIENCE IN HEALTH SCIENCES

Course Number

Course Name Credit Hours Delivery Mode

HSCI 5014 Introduction to Community Health 3 traditional

HSCI 5016 Success Strategies for Distance Learning 1 online

HSCI 5106 Research Methods I 2 online

HSCI 5206 Research Methods II 3 online

Total: 9

HEALTH PROFESSIONS EDUCATION CONCENTRATION REQUIRED CORE

(15 credit hours)

Course Number

Course Name Credit Hours Delivery Mode

HSCI 5100 Teaching and Learning Theory 3 traditional

HSCI 5102 Principles of Instructional Design and Clinical

Teaching 6 traditional

HSCI 5104 Evaluation Methods 3 traditional

HSCI 5108 Instructional Technology 3 traditional

Total: 15

ADVANCED PHYSICIAN ASSISTANT PRACTICE CONCENTRATION REQUIRED CORE

(14 credit hours)

Course Number

Course Name Credit Hours Delivery Mode

HSCI 5000 Pathophysiology 3 online

HSCI 5010 PA Assessment 2 online

HSCI 5012 Pharmacotherapeutics 3 online

HSCI 5071 Advanced Studies in Special Populations I 3 online

HSCI 5072 Advanced Studies in Special Populations II 3 online

Total: 14

HEALTH PROFESSIONS EDUCATION CONCENTRATION SELECTIVES

Students will select a minimum of eight (8) credit hours from the following:

HSCI 5071 Advanced Studies in Special Populations I 3 online

HSCI 5200 Historical Issues in Health Professions Education 3 traditional

HSCI 5202 Legal and Ethical Issues in Health Professions

Education 3 traditional

HSCI 5204 Educational Administration/Leadership 3 traditional

HSCI 5208 Special Topics 3 traditional/online

HSCI 5210 Disabilities in the Health Professions 3 traditional

HSCI 5300 Directed Field Experience 1-3 traditional

HSCI 5302 Independent Study 1-3 traditional

HSCI 5999 Thesis/Special Project 3-6 traditional

ADVANCED PHYSICIAN ASSISTANT PRACTICE CONCENTRATION SELECTIVES

Students will select a minimum of nine (9) credit hours from the following:

HSCI 5018 Practicum in Community Health Education 3 online

HSCI 5160 Health Care Delivery Systems 3 online

HSCI 5200 Historical Issues in Health Professions Education 3 traditional

HSCI 5202 Legal/Ethical Issues in Health Professions Education 3 traditional

HSCI 5208 Special Topics 3 traditional/online

HSCI 5999 Thesis/Special Project 3-6 traditional

Time Limits

All requirements for the degree must be fulfilled within five years from the date of initial registration.

Extensions of this time limit may be granted through petition to the faculty.

Advancement to Candidacy

At least one semester prior to when the student plans to complete the unit requirements, he or she must file an

"Application for Advancement to Candidacy”. The Master of Science in Health Sciences degree is awarded

following satisfactory completion of all coursework, including thesis/special project. Names of candidates for

graduation are presented to the Student Academic Progress Committee the Dean of Allied Health Professions, and to

the Western University of Health sciences faculty for approval.

Final Integrative Exercise

The Master of Science in Health Sciences degree is awarded following satisfactory completion of all coursework.

The student select and complete either (1) a thesis, (2) a special project, or (3) a comprehensive examination. Prior

to graduation, the student must complete the Master of Science in Health Sciences graduation requirements options

form and return it to the Chairperson, Department of Health Science.

All students who have completed graduation requirements must attend, in person, and participate in the

Commencement program at which time the degree is conferred. The President may approve exemptions to this

requirement.

Thesis/Special Project Option

A student who selects either the thesis or special project option is responsible for selecting a Thesis/Special

Project Committee. This committee consists of a committee chair and one additional committee member. After a

student has been advanced to candidacy, the candidate is responsible for obtaining and completing the Master of

Science Committee form from the chair of the Department of Health Sciences. Students are responsible for meeting

with the Department of Health Sciences chairperson, who will assist the student in obtaining a thesis/special project

committee chairperson. The committee chairperson must be a full-time employee at Western University with a

faculty appointment in the Department of Health Sciences. Students must also obtain a committee member from the

thesis/special project option. The committee members may be a scholar from outside the University, but must be

approved by the Department Chairperson. The student has five years from the date of matriculation to complete the

Master of Science in Health Sciences degree requirements.

Summary

A student will be recommended for the degree of Master of Science in Health Sciences provided he or she:

1. Has satisfactorily completed the 32-unit course requirement in the MSHS curriculum, of which 26 units

must be completed at Western University of Health Sciences in the MSHS degree concentration of their

choice.

2. Has completed one of the following: 1) thesis, 2) special project, or 3) comprehensive examination

3. Is not on probation.

4. Has complied with all the legal and financial requirements of the University as stated in the University

Catalog.

5. Has demonstrated no serious deficiencies in ethical, professional, or personal conduct, as defined

previously.

6. Attends in person and participates in the commencement program at which time the degree is awarded,

unless special permission has been granted by the President of the University. If the President grants special

permission to be excused from graduation, the graduate may be required to present himself or herself to the

Dean at a later date to receive his or her diploma.

TUITION AND FEES

Schedule of Fees

$225 Unit cost per semester hour (32 semester hours minimum for MSHS degree)

Other Fees and Expenses

$35. Application Fee

$50. Continuous Registration Fee

$30. (per day) Late Registration Fee

$10 Lost ID Badge

$5. (each) Copy of Official Transcript

$0.25 (per page) Copy of Student File Material

Tuition and fees are subject to change without notice upon approval by the Board of Trustees. All fees are

mandatory for each student and are non-refundable. Obligation for payment in full of tuition and fees is due upon

matriculation. The Department of Health Sciences can offer a schedule of divided payments for students

demonstrating financial need (for more information see the Bursar).

PROGRAM OF STUDIES

The Master of Science in Health Sciences is designed to be completed in one to two academic years. The

curriculum is multi-disciplinary, with a specialized focus for each degree concentration.

COURSE DESCRIPTIONS

The courses listed below comprise all course offerings of the Department of Health Sciences offered by the

Western University of Health Sciences.

HSCI 5000 Pathophysiology (3 credit hours)

This course integrates basic knowledge of human anatomy and physiology with pathological changes in various

body systems to facilitate the diagnosis and treatment of common, acute, chronic, and complex health problems. The

differential impact of these health problems and their treatment on patients throughout the life cycle (e.g. pediatric,

adult/family, obstetric, geriatric) will also be discussed.

HSCI 5010 PA Assessment (2 credit hours)

The PA assessment course provides prospective Masters students with a means of validating their current

knowledge of Physician Assistant practices. This comprehensive course, which is based on concepts assessed

through the Physician Assistant National Certification Exam or PANCE, may be completed entirely through

independent study, using materials provided over the World Wide Web. This course is open only to Board Eligible

Physician Assistants.

HSCI 5012 Pharmacotherapeutics (3 credit hours)

This course presents advanced pharmaceutical principles and practices that will facilitate the PA’s ability to

prescribe and monitor the effects of medications on patients with common, acute, chronic, and complex health

problems.

HSCI 5014 Introduction to Community Health Education (3 credit hours)

This course provides an overview of the development and implementation of patient education programs in the

community and in acute, long-term clinical settings. Models for preparing health education programs will be

presented, including design considerations, appropriate for age, ethnic, cultural, and socioeconomic differences.

Assessment of need, developing objectives, designing learning activities, implementation, and evaluation are

emphasized. Practical application will include the design and implementation of one curriculum unit of instruction

based on a health education subject.

HSCI 5016 Success Strategies for Distance Learning (1 credit hour)

This course is a requirement for all entering students and provides new students with a comprehensive

introduction to Western University’s distance learning courses. Following an overview of the most important

University policies, instructional methods, and resources, the students will have an opportunity to assess their own

readiness for distance learning. Knowledge and skills derived will help ensure successful completion of distance

learning courses.

HSCI 5018 Practicum in Community Health Education (3 credit hours)

This course provides students working in the community with an opportunity to demonstrate their application of

community health education principles in the practice setting. The student will be expected to design a community

health project to improve health care outcomes.

HSCI 5071 Advanced Studies in Special Populations I (formerly PA 5071)

(3 credit hours)

This course surveys issues confronted by health care providers while treating and evaluating patients with

existing disabilities. Topics include the history of disabilities in the health professions, ethics, communication,

language, accessibility, and the responsibilities of health care providers under the Americans with disabilities Act.

Not open to students with credit for PA 5071.

HSCI 5072 Advanced Studies in Special Populations II (formerly PA 5072) (3 credit hours)

This second exploration of special populations builds on themes and concepts presented in HSCI 5071. Not

open to students with credit for PA 5072.

HSCI 5100 Teaching and Learning Theories (formerly HPE 5100) (3 credit hours)

This survey course is designed to introduce the student to teaching and learning theories as they apply to the adult

learner. The interrelationship between learning and teaching styles and how these impact the learning environment

are covered. Teaching methods and strategies designed to enhance classroom learning in the health professions are

emphasized. The design of practical learning activities is underscored. Not open for students with credit for HPE

5100.

HSCI 5102 Principles of Instructional Design and Clinical Teaching (formerly HPE 5102)

(6 credit hours)

This course is designed to provide the student with the skills needed to develop educational programs in the

health professions and incorporating the role of the clinical instructor. Practice is given in applying descriptive

principles of teaching and learning to the design of a unit of instruction. Included will be the construction of a needs

assessment, data analysis, writing instructional objectives, defining instructional strategies, designing learning

activities, selecting media and planning evaluation. Not open for students with credit for HPE 5102.

100

HSCI 5104 Evaluation Methods (formerly HPE 5104) (3 credit hours)

The purpose of this course is to assist the student to acquire the skills necessary to conduct student performance

and program evaluations. Measurement of student performance in the formal educational and clinical setting includes

construction and use of written examinations, simulations, rating scales, chart audits, observation techniques, and

other measures of cognitive, affective and psychomotor behavior. Included is an overview of procedures for item

analysis and test validation. Not open for students with credit for HPE 5104.

HSCI 5106 Research Methods I (formerly HPE 5106) (2 credit hours)

This introductory course is designed to prepare the health professions student to understand principles for the

analysis and interpretation of quantitative data in health professions education research. It will include measurement

theory, the graphical presentation of data, probability theory, and the use of descriptive and inferential statistics in

the interpretation of data. As a result, the student will be able to read original research reports in a more critical

manner. Not open for students with credit for HPE 5106.

HSCI 5108 Instructional Technology (formerly HPE 5108) (3 credit hours)

This course provides an overview of the principles and applications of instructional media in the realm of adult

and health education settings. The goal of this course is to provide for competence in the planning, selection and use

of various forms of instructional technology for health care training programs. Emphasis will be made on an

understanding of the principles of teaching and learning. Utilizing those principles, practical applications will be

addressed, including the design and development of various instructional approaches as well as the appropriate

selection and application of the various media forms. Students will function as members of a seminar, will produce a

media-based instructional presentation and will write a limited research paper on current trends in instructional

technology applications. Not open for students with credit for HPE 5108.

HSCI 5160 Health Care Delivery Systems (formerly PA 5160) (3 credit hours)

This course provides an overview of the American health care system in regards to health finance and the quest

for quality care. Special emphasis is given to the emergence of managed care and its subsequent impact on

contemporary health care planning, delivery and evaluation. In addition, the course introduces the need for, and

tools currently available for measuring, quality health care in this country. Case management and disease

management are introduced as strategies for achieving cost-effective, high quality care. Not open for students with

credit for PA 5160.

HSCI 5200 Historical Issues in Health Professions Education (formerly HPE 5200)

(3 credit hours)

This course provides a survey of the historical development of issues in health care, including early types of

medicine and medical education in antiquity through contemporary issues in health professions education. Not open

for students with credit for HPE 5200.

HSCI 5202 Legal/Ethical Issues in Health Care (formerly HPE 5202)

(3 credit hours)

This course will introduce the student to the ethical and legal challenges of modern heath care and health care

education. Insight into the basic ethical and philosophical concepts involved in health care education will be stressed.

The historical background on laws that define the roles and responsibilities of health care professionals and

educators will be presented. Students will be given the opportunity to explore personal values regarding a variety of

issues facing health care workers and educators today. Not open for students with credit for HPE 5202

HSCI 5204 Educational Administration/Leadership (formerly HPE 5204)

(3 credit hours)

This course will introduce the student to selected management theories. Leadership styles will be emphasized.

Motivation and human behavior theories related to the functions of health care organizations, including the

development of human resources and fiscal responsibilities, will be stressed. Trends in health care management will

be surveyed. Not open for students with credit for HPE 5204.

101

HSCI 5206 Research Methods II (formerly HPE 5206) (3 credit hours)

The purpose of this course is to introduce students to a variety of research methodologies employed in both

clinical and educational settings. Included will be historical studies, case studies, observational studies, the survey,

quasi-experimental designs, and experimental designs. Generalizability issues and validity/reliability issues related to

research are presented. Prerequisite: HSCI 5106 or equivalent. Not open for students with credit for HPE 5206.

HSCI 5208 Special Topics (formerly HPE 5208) (1-3 credit hours)

This format is designed to permit in-depth study of a single issue in health professions education. Current issues

and/or trends may be included.

HSCI 5210 Disabilities in the Health Professions (formerly HPE 5210) (3 credit hours)

This is an introductory course presenting issues involved in educating health professions students with cognitive,

physical and sensory disabilities. Topics include history and culture of disabilities in the health professions, assistive

technology, legal aspects, and communication. Not open for students with credit for HPE 5210.

HSCI 5300 Directed Field Experience (formerly HPE 5300) (1-3 credit hours)

This course is designed for health professionals who are teaching in a classroom/clinical/laboratory setting. Under

the supervision of MSHPE faculty, students will design and implement instruction appropriate to the learning

environment in which they are participating. Three to four lectures represent one semester credit hour. Self

evaluation and revision of presentations are required. Student may enroll up to a maximum of 3 credit hours per

semester, repeatable to a maximum of 6 credit hours. Not open for students with 6 or more credits of HPE 5300.

Graded Cr/NCr.

HSCI 5302 Independent Study (formerly HPE 5302) (1-3 credit hours)

Registration in this course permits students, under MSHPE faculty supervision, to contract for special

educational projects or readings in education which relate to individual professional needs and interests. A

maximum of 3 credit units may be taken per semester, repeatable to a maximum of 6 credit hours. Not open for

students with 6 or more credits of HPE 5302. Graded Cr/NCr.

HSCI 5999 Thesis/Special Project (formerly HPE 5999) (3-6 credit hours)

This course allows the student to prepare and complete a scholarly thesis or special project under the supervision

of an assigned faculty member. Open only to students who select the Thesis or Special Project options for the Final

Integrative Exercise. Not open for students with credit for HPE 5999. Graded Cr/NCr.

HONORS AND AWARDS

The following awards are presented annually at the University’s Honors Day ceremony in April:

President’s Society Award

Guy M. Allmond Scholarship Fund

Linda Fox Memorial Endowment Fund

The following awards are presented annually at the University’s commencement dinner:

Dean’s Award

Don and Jean Griva Memorial Award

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Academic Calendar 2002-2003

Fall 2002

Monday, Sept. 9, 2002

Classes begin

Friday, Sept. 20, 2002

Last day to Add/Drop class

Monday, October 7, 2002

Columbus Day observed (no class)

Wednesday, Nov. 27, 2002

Thanksgiving recess (noon)

December 2, 2002

Classes resume

December 2-13, 2002

Registration for Spring 2003

December 20, 2002

Last day of Fall class

Last day to for advancement to Candidacy

Spring Semester

January 6, 2003

Classes begin

January 20, 2003

Martin Luther King Day (no classes)

January 24, 2003

Last day to Add/ Drop classes

February 17, 2003

President’s Day

March 17, 2003

Spring vacation

March 23, 2003

Classes resume

April 13, 2003

Honors Day

May 2, 2003

Last day for Oral examinations

May 9, 2003

Last day of classes

TBA

Commencement

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COLLEGE OF ALLIED HEALTH PROFESSIONS

Master of Physical Therapy Degree Program

Note: The Department of Physical Therapy is in the final stages of obtaining approval to convert

the Master of Physical Therapy degree program to a Doctor of Physical Therapy program. Once

approved by WASC, offers for acceptance to the published MPT program will be rescinded and

replaced by offers of acceptance for the DPT program. For the 2002-2003 academic year, the

admissions requirements published below for the MPT program will be those of the proposed DPT

program. For additional information about the proposed DPT program, please view the description

at http://www.westernu.edu/cahp/pdf/DPTproposal.pdf.

Accreditation

The Master of Physical Therapy Program in the College of Allied Health Professions is accredited by

the Commission on Accreditation in Physical Therapy Education (CAPTE).

The Practice of Physical Therapy

The physical therapist is a health care provider who is academically and clinically prepared to provide

physical therapy services to individuals with dysfunctions of the neuromusculoskeletal, cardiovascular,

pulmonary and integumentary systems. These services include evaluating and diagnosing movement

dysfunctions, setting goals and determining patient prognosis, planning and implementing treatment

intervention, and reassessing patient progress. In addition, the physical therapist educates the patient/client

to prevent injury, maintain and promote health and wellness. The physical therapist also contributes to

society and the profession through administration, education, consultation, and research.

MPT Degree Program

The Master of Physical Therapy (MPT) Degree program at Western University was initiated in January

1992. The educational philosophy of the program emphasizes student-centered, problem-solving learning

and the role of the physical therapist as a health care provider and a member of the health care team.

Mission of the Program

In keeping with the University's mission, the mission of the Physical Therapy program is to educate

competent, caring, culturally sensitive, reflective practitioners who will:

• participate as members of the health care team to provide high quality care to patients;

• as life-long learners, acquire, analyze, synthesize and apply knowledge in new settings;

• contribute to the verification of physical therapy evaluation and intervention techniques, and discover

new, more effective methods of patient care;

• be leaders in providing health care service and education to promote health and fitness of community

members; and

• play important roles in developing health policy and appropriate standards for physical therapy

practice.

Program Goals

The graduate of the MPT program will be a mature individual whose professional education is based

on a foundation of the requisite preparation in the biological, behavioral and social sciences, and

humanities. The graduate will have the necessary knowledge, skills and attitudes to function as a clinician

generalist; will have an appreciation for the value of all aspects of the research process; and will be a

responsible member of the community and the profession. Upon completion of the educational program in

physical therapy, the graduate will be able to:

• Have an understanding of the osteopathic philosophy with its emphasis on caring for, and appreciation

of the patient as a whole person;

• Demonstrate respect for all individuals;

104

• Practice physical therapy as an entry-level clinician generalist by assuming responsibility for the

components of that role;

• Communicate with peers, colleagues, patients, clients, family members and the community-at- large in

a style that is commensurate with their level of understanding;

• Appreciate the place of research in the advancement of physical therapy;

• Serve as a role model for healthy behaviors in both the clinical setting and community;

• Participate in the community as a representative of the physical therapy profession, as an advocate for

the patient or client in a health care environment, and as a concerned citizen;

• Continue lifelong learning through continuing education, specialization and participation in

professional organizations; and

• Establish priorities in order to maintain a balance between personal and professional life.

Description of the MPT Program

The curriculum for the Master of Physical Therapy Program will prepare the graduate to be a PT

generalist. The curriculum consists of modules, each having a particular emphasis.

Curriculum Design

The MPT program is two years plus 16 weeks in length. Didactic education, which includes classroom

and PT laboratories to practice procedures on classmates, is followed by clinical education assignments in

a wide variety of clinical settings. Year I consists of two 15-week modules and one 18-week module.

Clinical Practicum I is a component of Module III.

Year II consists of the following activities: a 12-week didactic education phase followed break a

Clinical Practicum II for 12 weeks; a five week break followed by one 12 week and one ten week didactic

period.

Year III (the final phase) consists of a Clinical Practicum for 12 weeks, followed by four weeks of

elective courses given in the continuing education format. Students will give research presentations to the

faculty and the PT community during this final four weeks on campus.

MPT students will complete their education in May and participate in the University-wide June

graduation. State licensure examinations are now computerized and can be taken following completion of

the program.

The faculty includes scholars, researchers, administrators and clinicians from the professions of

physical therapy, psychology, education, osteopathy, medicine and the basic sciences. All faculty are

committed to the preparation of the Master of Physical Therapy professional who will be well versed in all

aspects of physical therapy and dedicated to their profession and to the patients they serve.

PERSONAL COMPETENCIES FOR ADMISSION AND MATRICULATION

A candidate for admission to the MPT program must have the use of certain sensory and motor

functions to permit them to carry out the activities described in the sections that follow. Graduation from

the program signifies that the individual is prepared for entry into clinical practice. Therefore, it follows

that graduates must have the knowledge and skills needed to function in a broad variety of clinical

situations and to render a wide spectrum of physical therapy evaluation and treatment techniques. The

candidate and student must be able to consistently, quickly, and accurately integrate all information

received by whatever sense(s) are employed. Also, they must have the intellectual ability to learn,

integrate, analyze, and synthesize data.

Examples of essential functions of a physical therapist include, but are not limited to:

a. Use appropriate verbal, non-verbal, and written communication with patients, families, and others.

b. Determine the physical therapy needs of any patient with potential movement dysfunction.

c. Safely, reliably, and efficiently perform appropriate physical therapy procedures used to assess the

function of the movement system.

d. Perform treatment procedures in a manner that is appropriate to the patient's status and desired

goals.

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A candidate for MPT ordinarily must have abilities and skills of five varieties including (1)

observation; (2) communication; (3) motor; (4) intellectual, conceptual, integrative and quantitative; and

(5) behavioral and social. Where technological assistance is available in the program, it may be permitted

for disabilities in certain areas. Under all circumstances, a candidate should be able to perform all physical

therapist functions at entry-level competency in a reasonably independent, timely manner.

1. Observation: Candidates and students ordinarily must have sufficient vision to be able to observe

demonstrations and laboratory exercises. They must be able to observe a client accurately at a distance

and close at hand.

2. Communication: Candidates and students ordinarily must be able to communicate with clients and

colleagues. They should be able to hear, but if technological compensation is available, it may be

permitted for some people with disabilities in this area. Candidates and students must be able to read,

write, and communicate verbally in English.

3. Motor: Candidates and students ordinarily should have sufficient motor function such that they are

able to execute movements reasonably required to provide assessment and physical therapy treatment

procedures to clients.

Examples of reasonable required assessment procedures include, but are not limited to:

a. Functional abilities

b. Pain

c. Gait

d. Strength

e. Joint motion & stability

f. Balance

g. Movement patterns

Examples of reasonably required treatment procedures include:

a. Balance training

b. Exercise techniques

c. Gait training

d. Activities of daily living training and functional activities

These actions require coordination of both gross and fine muscular movements, equilibrium and

functional use of the senses of touch and vision. The role of the physical therapist often requires upright

posture with sufficient upper and lower extremity strength, as well as overall body strength; therefore,

individuals with significant limitations in these areas would be unlikely to succeed.

4. Intellectual, Conceptual, Integrative, and Quantitative Abilities: These abilities include measurement,

calculation, reasoning, analysis, and synthesis. Problem solving, the critical intellectual skill demanded

of a physical therapist, requires all of these intellectual abilities. In addition, candidates and students

should be able to comprehend three-dimensional relationships and understand the spatial relationships

of structures.

5. Behavioral and Social Abilities: Candidates and students must possess the emotional health required

for full utilization of the intellectual abilities, the exercise of good judgment, the prompt completion of

all responsibilities attendant to the assessment and care of clients, and the development of mature,

sensitive, and effective relationships with clients. Candidates and students must be able to tolerate

physically taxing workloads, adapt to changing environments, display flexibility, and learn to function

in the face of uncertainties inherent in the clinical problems of many clients. Compassion, integrity,

concern for others, interpersonal skills, interest, and motivation are all personal qualities to be assessed

during the admissions and educational processes.

The MPT program, along with all other programs at Western University of Health Sciences, shares a

commitment to develop creative ways of opening the MPT curriculum to competitive, qualified disabled

individuals. In doing so, however, the MPT program must maintain the integrity of its curriculum and

preserve those elements deemed essential to educating candidates to become effective physical therapists.

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ADMISSIONS POLICIES AND PROCEDURES

Western University will accept applications for admission from all qualified candidates. Western

University is committed to admitting competitive, qualified disabled individuals. For technical guidelines,

please see above.

Application Requirements

The applicant must have earned a BA or BS degree from a regionally accredited college or university

by the time he/she matriculates in the MPT program. The minimum acceptable grade point average in

overall science and in the baccalaureate degree is 2.5 on a 4.0 scale. Exception: the undergraduate GPA

requirement of 2.5 will be waived for applicants who have attained a GPA of 3.0 or above in 15 or more

post-graduate units or who have been awarded a master's degree with a minimum GPA of 3.0.

The MPT program is looking for students who come from a broad, liberal arts background with the

baccalaureate degree being obtained in any field of study other than physical therapy. A high degree of

intellectual curiosity and accomplishment along with excellent verbal and written communication skills

need to be evident in the applicant. The graduate of Western University will be able to problem-solve in

clinical practice and will also be able to communicate appropriately with the client about the client/patient

care plan.

1.Prerequisite Courses

English Composition - 1 course (minimum of 3 semester units or 4 quarter units)

Psychology - 2 courses, must be out of the Psychology Department (minimum of 3 semester units

each or 4 quarter units each)

Statistics - 1 course, only statistics courses that are cross listed in math, statistics or biometry will

be accepted (minimum of 3 semester units or 4 quarter units)

Human Anatomy - 1 course of lecture and lab (minimum of 4 semester units or 6 quarter units)

Human Physiology - 1 course of lecture and lab (minimum of 4 semester units or 6 quarter units)

General Chemistry - a full course sequence of lecture and lab (minimum of 8 semester units or 12

quarter units)

Physics - a full course sequence of lecture and lab – emphasis on light, heat, sound, and electricity

(minimum of 8 semester units or 12 quarter units)

Anatomy and Physiology must be taken out of the Anatomy, Physiology, A&P, Biology or Zoology

departments. The Anatomy and Physiology must be "human." Combined Anatomy and Physiology courses

will be considered only if a combined course sequence is completed.

Grades of "C" or better are required in each prerequisite course. A grade of "C-" in any prerequisite

course is not acceptable. No prerequisite course work may be taken on a pass/no pass or credit/no credit

basis. For courses completed in California, all science prerequisites must be University of California (UC)

or California State University (CSU) transferable.

Three prerequisite courses may be in progress at the time of application during the spring, summer or

fall semester or quarter. Please submit official transcripts directly to the Admissions office upon

completion of course work in progress. Final transcripts and/or final grades (including degree verification)

for all course work in progress must be received prior to registration date in January.

2. Graduate Record Examination (GRE) Score Report

Official GRE Score Report must be mailed directly to Western University from Educational Testing

Service (ETS). It is expected that applicants will have a combined minimum score of 1500 on the three

sections of the GRE.

3. Clinical Experience

Credit will be given for up to 500 hours of volunteer or work experience in a variety of physical

therapy settings. Extra credit will be given for different types of settings, provided that at least 100 hours is

spent in each setting. Types of settings may include acute hospital, outpatient, rehabilitation, pediatric and

home health. Preference will be given to applicants who have experience at more than one setting.

4. Recommendations

Three satisfactory recommendations (forms provided) are required as part of the admissions

application. We require one academic recommendation, one from a physical therapist, and the third

recommendation may be academic or from a physical therapist.

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Application Procedures and Deadline

The MPT program has a January matriculation date. The application postmark deadline is September 1.

The Department of Physical Therapy will make admissions decisions on a rolling basis. They will review

applications, conduct interviews and make admissions decisions throughout the admissions cycle. We

encourage students with complete application packets to apply early. Applicants who cannot attend and

wish to reapply for the following year will be considered with the new applicant pool.

To request an information brochure and/or an application, contact the admissions office at:

Office of Admissions

Western University of Health Sciences

309 E. Second Street

Pomona, CA 91766-1854

(909) 469-5541

In addition to submitting an application, the applicant must submit a non-refundable application fee of

$60, three letters of reference, academic/professional record form, work experience form, a written

personal statement, and official transcripts from all colleges attended. After receipt of the packet, the

Admissions Office will evaluate the applicant's transcripts to ascertain the science and baccalaureate grade

point average.

Applicants who wish to use course work completed outside of the United States must submit their

transcripts for evaluation to World Education Services, Josef Silny and Associates, Educational Credential

Evaluators, Inc., or International Education Research Foundation, Inc. A course-by-course evaluation is

required and all course work must be designated as undergraduate, graduate or professional. Western

University will only honor evaluations from the above services. The evaluation must be included with the

application packet.

The Admissions Committee reserves the right to select potential candidates for personal interviews.

These interviews are designed to allow the applicant to learn more about Western University's MPT

program as well as allow the Admissions Committee to learn about the applicant. The interview process is

conducted at various times throughout the admissions cycle.

Decisions of the Admissions Committee regarding the admission of applicants to the Master of

Physical Therapy program are final.

Registration

MPT students are required to register by the date established by the Registrar. Failure to register may

be grounds for dismissal. Full tuition and fees and all prior debts must be paid in full on or before the

registration deadline each academic year. Matriculation is subject to satisfactory completion of all

academic requirements and payment of all outstanding debts to the University. Prior to registration, the

receipt of final transcripts from undergraduate colleges, a physical examination, and immunizations as

outlined on the physical examination form, are additional requirements for incoming students. Attendance

at Orientation Day is also mandatory for incoming first-year students.

TUITION AND FEES

By action of the Board of Trustees, the tuition and fees effective January 1, 2003, (subject to change)

are as follows:

*$1,250 Tuition Deposit for incoming students

(Payable two weeks after acceptance)

**$500 Enrollment Deposit

(Students returning from leave of absence only -

Due by October 15)

$27,690 Total Tuition Annual

$9,230 Final Phase - Year III

$40 Student Body Fee, year I and II MPTs,

covers student council, social activities, public relations.

$20 Student Body Fee, final phase MPTs.

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*Upon matriculation, the entire $1,250 is applied toward the total tuition.

**For accepted candidates who are students returning from leave of absence, a $500 enrollment deposit

is due October 15 prior to enrollment. The deposit is nonrefundable and credited toward tuition upon

enrollment.

Tuition and fees are subject to change without notice upon approval by the Board of Trustees. All the

above-listed fees are mandatory for each student and are nonrefundable.

Other Fees and Expenses

$500 Required and Recommended Texts

$10 (per day) Late Registration Fee

$40 Lost Locker Key

$10 Lost ID Badge

$5 (each) Copy of Official Transcript

$10 (each) Copy of Official Transcript Faxed

$0.25 (per page) Copy of Student File Material

(replacement cost) Breakage Fee

ACADEMIC REQUIREMENTS

Academic Advisement Policy

Students will be assigned a faculty advisement upon matriculation. Advisement by faculty should be

viewed by the student as a part of the academic process. If either the student or faculty member does not

find the relationship helpful, either is free to seek a change. This request should be made to the

Department Chair.

It is the student’s responsibility to meet periodically with his/her advisor. A student on probation must

meet with his/her faculty advisor at least once a month.

Standards of Academic Performance

Good academic standing implies that a student maintained a minimum GPA of 2.70 or higher.

All grading and evaluation is based on the student's ability to attain the competencies within the

objectives outlined for each area of study.

A student whose performance falls below the minimum acceptable standard(s) for any area of study

will be notified of such deficiency by the instructor of the course and Department Chairperson as soon as

evidence of such substandard performance is available.

Grade Scale/Grade Points/Class Ranking

The following academic standards and grading scale applies to students enrolled in the Physical

Therapy Program:

Percentage Letter Grade Grade Points

93 - 100 A Excellent 4.0

90 - 92 A- Excellent 3.7

87 - 89 B+ Good 3.3

83 - 86 B Good 3.0

80 - 82 B- Good 2.7

77 - 79 * C+ Passing, but below required overall GPA 2.3

73 - 76 * C Passing, but below required overall GPA 2.0

Below 73 U Unsatisfactory 0

NCr No Credit 0

Cr Credit 0

I Incomplete 0

M Missing 0

Au Audit 0

W Withdrawal 0

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* A "C" or "C+" grade in and of itself is a passing grade. However, a "C" or "C+" grade is below the

required overall grade point average of 2.7. If the number of "C's" and "C+'s" totals an amount to bring the

student's GPA to below 2.7, the performance, based on professional expectations, is considered

unsatisfactory.

Clinical Practica Grades Cr Satisfactory Performance/Completion

of clinical practicum assignment

NCr Unsatisfactory Performance/Completion

of clinical practicum assignment

Official grades are turned in to the Registrar from the Dean of Allied Health Professions, at which time

the online student records system, BanWeb, is updated. Official grade reports and unofficial transcripts

will be available throughout the academic year. For more information on how to access the BanWeb

student records system, visit the Registrar’s website at http://www.westernu.edu/registrar.

Credit Hours

Courses are rated at one credit hour for each 12 hours of lecture or 24 hours of laboratory and/or

practice sessions. Credit hours of 1.0 will be assigned for each week of Clinical Practica experience. A

cumulative grade point average will be calculated and posted on the transcript.

The grade point average will be calculated at the end of each Module and if a course is repeated, only

the last grade earned enters into the computation of the grade point average, but the original grade remains

on the student's transcript.

No course grade will be changed unless the instructor certifies in writing to the Registrar that an error

in computing or recording the grade occurred. If the student believes there is just cause to dispute a grade

for a course, the procedure is as follows:

a. If the student has reason to dispute the grade, it should be done in writing within five (5) working

days to the Department of Physical Therapy Education Chairperson. Upon written request from the

student, the Department Chairperson shall review the case with the instructor(s) and a decision shall be

made by the course instructor(s) to affirm or modify the grade. Within seven (7) working days the

Department Chairperson shall notify the student in writing of the decision. A copy of the letter shall be

sent to the appropriate faculty member(s). The faculty member(s) has the sole responsibility to make

the official grade change.

b. If the student is not satisfied with the outcome of the grade dispute procedure to the Department

Chairperson, the student may then appeal in writing to the Dean of the College of Allied Health

Professions within five (5) working days. The Dean of the College of Allied Health Professions shall

review the case with the student, Chairperson of the Department of Physical Therapy Education and the

course instructor(s) and a decision shall be made by the course instructor(s) to affirm or modify the

grade. Within seven (7) working days the Dean shall notify the student in writing of the decision. A

copy of the letter shall be sent to the appropriate faculty member(s) and Chairperson. The faculty

member(s) has the sole responsibility to make the official grade change.

Evaluation

a. General: The modules/trimesters of the program are designed so that students' work toward

achievement of competencies is measured by written and practical examinations and by evaluations of

clinical performance and professional development. Specific behavioral objectives are defined for

each modular component to assist the students and the faculty members in evaluating the degree of

attainment of the objectives throughout the 28-month curriculum.

b. Evaluation Methods: Overall student performance is evaluated during each phase using one or a

combination of the following methods:

1. Written examinations: Written examinations will vary based on the content of the individual

course. A combination of multiple choice, matching, true/false, short answer, essay and patient

problem solving questions are used.

2. Practical or Laboratory Examinations: In selected courses, students will be observed

performing components of physical therapy practice activities on lab exams. They also may be

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asked to "problem solve" based on a patient database, and in some cases students will be

videotaped for self-evaluation.

3. Student Presentations: Students may be asked to orally present individual or group projects,

patient cases, research papers, etc. These oral presentations may or may not be accompanied by a

written report.

4. Written reports: At various times, students will be evaluated on written reports of assigned

topics, SOAP notes, evaluations, treatment plans and home programs.

5. Clinical Evaluations: Supervising Clinical Instructors are asked to assess the student's level of

attainment of competencies related to selected parameters within the domains of knowledge, skills

and attitudes, and to evaluate the student's overall performance while on Clinical Practica. The

Clinical Performance Instrument (CPI), which incorporates entry-level physical therapist clinical

performance criteria, is utilized.

Students are responsible for securing their CPI or other evaluation tools from the Center

Coordinator of Clinical Education/Clinical Instructor (CCCE/CI) on each practicum and ensuring

that it is completed and returned to the Director of Clinical Education after each practicum.

CCCE/CI's are encouraged to discuss the student's performance and progress throughout the

clinical assignment and to discuss the final evaluation prior to completion of the practicum. The

CI will indicate whether the Clinical Practicum was a successful experience in accordance with

designated objectives, or was unsuccessful in meeting clinical objectives. While the CI may

recommend success or failure of the Clinical Practicum, the Director of Clinical Education

determines and administers the actual course grade.

c. Grade Reports: Final grade reports are available on the BanWeb student records system.

Due to the nature of the curriculum, modular/trimester completion dates do not coincide with

traditional grading periods.

In some courses when final grades are not available at grade reporting time, a grade of "M"

(Missing) is submitted to the Registrar in lieu of the course grade. "M" grades are entered on the grade

reports and are converted to student achieved grades at the earliest possible opportunity. An up-to-date

summary of student performance is maintained in the Department Office and is available to each

student for review.

d. Review of Examinations: Examinations are graded as soon as possible and are kept on file for

student review. Student performance in clinical courses is monitored closely by the Director of Clinical

Education. Students whose performance in any portion of the curriculum is determined to be

unsatisfactory are notified of such substandard performance as soon as it can be determined.

Professional Performance

a. Ability-based Assessment: The faculty supports the concept of development of professional

behaviors throughout the program. These behaviors include: (1) commitment to learning; (2)

interpersonal skills; (3) communication skills; (4) effective use of time; (5) use of constructive

feedback; (6) problem solving; (7) professionalism; (8) responsibility; (9) critical thinking; and (10)

stress management.

Professional behavior is vital to the success of each student, the Western University Physical

Therapy program, and the Physical Therapy profession. The process of becoming an effective physical

therapist involves attaining competency in professional knowledge, skill, and behavior. Thus, the ten

generic abilities that exemplify the professional behaviors valued by the physical therapy profession

will be used as a guide throughout this program. To facilitate development of competency in the

generic abilities, the faculty will provide the students opportunities to practice them and formal and

informal feedback throughout the program. The student will be responsible for ongoing self-

assessment and for seeking feedback from faculty and fellow students.

Students’ progress through the program is based upon successful completion of expected

competencies and demonstration of expected professional behavior and attitudes. At the completion of

each module/trimester/year of the program and before the student is allowed to progress to the next

module/trimester/year, the student’s record of achievement is reviewed by the faculty. The quality of

professional behavior expected of Western University MPT graduates is exemplified by the generic

abilities and the three levels of associated behavioral criteria. Satisfactory progress is demonstrated by

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exhibiting beginning-level criteria by the end of the first year, developing-level criteria by the end of

the second year, and entry-level criteria by the end of the final clinical practicum.

The faculty determines if the student has demonstrated the knowledge, skills, and attitudes

necessary to be eligible for progress for the next module/trimester/year. In special instances, the

faculty may be convened at other than scheduled times to consider cases of unusual circumstances, such

as probationary or dismissal cases.

b. Attendance: Students are expected to attend all scheduled activities and observe the following

policies:

Excused Absences

1. All unanticipated absences due to illness, accident, other unexpected events must be reported

immediately to the department secretary and course instructor.

2. Absences requested for physician/dentist appointments for student or dependents will be

considered excused only if requested in advance of the appointment. Due to the intense nature of

the curriculum, students are encouraged strongly to schedule appointments for days when classes

are not held, evenings, or Saturdays.

3. All anticipated absences for any reason, regardless of length, must have the prior approval by

the Faculty to be considered excused.

4. Students on Clinical Practica are responsible for notifying their supervising CI, CCCE, and the

Director of Clinical Education regarding all absences, whether anticipated or unanticipated.

Unexcused Absences

1. Any discovered or reported absence for which the Chairperson/Faculty does not have an

explanation will be considered unexcused.

2. Students whose absence is determined to be unexcused will be required to provide an

explanation regarding the circumstances involved. The Chairperson/Faculty will determine if the

absence remains unexcused.

3. Unexcused absences may be sufficient cause for placing a student on professional probation

and continued unexcused absences may be grounds for dismissal from the program.

4. Absences on the first or last day of a module/trimester or Clinical Practicum, or on the day

before or after a scheduled break, vacation, or weekend, are considered unexcused unless prior

written approval has been granted. If such an absence is the result of a sudden unavoidable

circumstance, the Department Chairperson should be notified as soon as possible and provided

with an explanation for the absence.

c. Student Examination Policy

1. Students are not to communicate in any way during examinations and are to face the front of

the classroom at all times.

2. During scheduled examination hours, students are highly discouraged from going to the

bathroom, but will be allowed to go one at a time. Student will be required to turn in the exam

and Scantron® sheet as he/she leaves the room.

3. Once a student finishes an exam, the student will turn in the exam and the Scantron® form to

the proctor, and after he/she leaves the examination room, he/she will not be permitted to re-enter

the room until the exam is declared over.

4. All students' belongings, i.e., notebooks, calculators, and headsets, etc., will be kept in front of

the room.

5. Questions will be answered at the discretion of the proctor during the examination period.

Students should be permitted to point out typographical or other errors present in the examination

to the proctor.

6. Alternate seating shall be utilized for all examinations unless precluded by space availability.

7. Violations of these examination policies or of Standards of Professional Conduct will be

brought before the Student Conduct Committee.

Student Academic Progress Committee

a. The Student Academic Progress Committee of the College of Allied Health Professions is

comprised of Department Chairs, the Dean of Student Affairs/Registrar and elected faculty members.

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b. Each year, the Student Academic Progress Committee shall review as needed the academic

achievements and the performance of all students. The names and grades of students in academic

difficulty shall be made available to the Student Academic Progress Committee by the Department

Chair.

c. After reviewing a student’s achievement and performance records, the Student Academic Progress

Committee may recommend to the Dean of Allied Health Professions any of the following courses of

action for a student: Promotion, probation, remediation, dismissal from the University, psychological

and educational assessment and recommendation, or no action.

d. The Student Academic Progress Committee also has the responsibility of recommending to the

Faculty as a whole the awarding of the degree of Master of Physical Therapy upon satisfactory

completion of all requirements for graduation as stated in the Catalogue.

e. All recommendations of the Student Academic Progress Committee shall be made in writing to the

Dean of Allied Health Professions, who will make a final decision and inform the student in writing.

Promotion

Promotion is defined as progression from one academic year to the next.

a. A student will be recommended to the Dean of the College of Allied Health Professions for

promotion by the Student Academic Progress Committee.

b. A student may not be recommended for progression from one academic year to the next with any

outstanding grades of “I” or “U” on his/her academic record or with a yearly grade point average of

less than 2.7.

c. When considering a student for promotion, professional, ethical, and personal conduct may also be

taken into consideration.

d. A student will be promoted provided that all legal and financial requirements of the University as

stated in the Catalogue have been satisfied.

Graduation

A student will be recommended for the degree of Master of Physical Therapy provided he/she:

a. Has satisfactorily completed all required courses at the University in the MPT curriculum.

b. Is not on probation and has completed all prescribed academic and clinical education requirements

with a cumulative grade point average of at least 2.7 and has no outstanding grade of “I” or “U,” or

“NCr” in a required course.

c. Has demonstrated no serious deficiencies in ethical, professional, or personal conduct, as defined

previously.

d. Has complied with all the legal and financial requirements of the University as stated in the

Catalogue.

e. Unless special permission has been granted by the President of the University, all students must

attend in person and participate in the Commencement program at which time the degree is conferred.

If the President grants special permission to be excused from graduation, the graduate may be required

to present himself or herself to the Provost or appropriate Dean at a later date in order to take the

required oath (if relevant) to receive his or her diploma.

Academic Warning

The student who demonstrates unacceptable performance in any unit of study during any portion of the

program is notified of such performance by the Instructor of the course, as well as the Department

Chairperson, in writing, as soon as it becomes evident. This constitutes an academic warning. Continued

poor academic performance can lead to academic probation and/or dismissal.

Academic Probation

a. Unsatisfactory or No Credit Course Grades

"U" or “NCr” in any required course constitutes a failing grade, and places the student on academic

probation, requiring that the course be remediated or retaken based upon the recommendation of the

course instructor. A grade of “U” or “NCr” in a required course will prevent participation in a clinical

practicum until the course is successfully remediated and requires that the Director of Clinical

Education determine an appropriate clinical placement.

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1. As in all cases in which remediation of a course is required, this requirement may extend the

length of the program beyond 28 months.

2. The highest grade a student may achieve by obtaining a 73 percent or higher score through

remediation of a course is a grade of "C" or “Cr”. The "C" or “Cr” grade achieved by remediation

of a course will be recorded on the official transcript beneath the original course grade of "U"

(Unsatisfactory) or “NCr” (No Credit).

3. Failure to earn a grade of “C" or “Cr” when remediation of a course is attempted will render the

student subject to dismissal from the program.

4. If a student repeats a course the next time that course is offered in the MPT curriculum, the

student will have that new grade for the course recorded on the official transcript beneath the

original course grade of "U" (Unsatisfactory) or “NCr” (No Credit).

5. Failure to earn a grade of "C" or higher, or “Cr,” on repeating a course of study will render a

student subject to dismissal from the program.

6. A third "U" or “NCr” in required coursework in the program will render a student subject to

dismissal from the program.

b. Module/Trimester/Overall GPA

1. Students must attain a modular GPA of 2.7 and maintain an overall GPA of 2.7. The

Module/Trimester GPA and overall GPA will be calculated at the end of each Module.

2. A student whose modular or overall GPA falls below 2.7 must meet with the Department

Chairperson and the Director of Clinical Education. In order to closely monitor clinical

performance, the Director of Clinical Education will determine the subsequent clinical placement.

3. If the modular or overall GPA falls below 2.7, a student will be placed on academic probation

immediately. Length of academic probation will be determined by the Dean of the College of

Allied Health Professions.

4. If a student attains a modular GPA below 2.7 in two consecutive Modules the student will be

subject to dismissal from the program.

Tutorial Assistance Program

A Tutorial Assistance Program (TAP) has been established at the University to assist students

experiencing academic difficulty. Students will be recommended for this program by a faculty advisor or

professor. The tutors will be chosen from the student body on the recommendation of the faculty of record

for the class.

General Procedures

a. The student may request a tutor by:

1. contacting the course instructor and/or the Department Chairperson,

2. contacting his/her advisor or,

3. going directly to the Learning Enhancement and Academic Development (LEAD) Office.

Student requests will be reviewed by the course instructor and/or the Department Chairperson. Upon

approval, the student will be deemed eligible for services under TAP. Five hours per course is the

maximum number of hours for which a student may be tutored per week.

b. The course instructor may recommend that the student seek a tutor, based upon a poor performance

on a single exam or poor cumulative score.

c. The student’s advisor may recommend that the student seek a tutor, based upon any knowledge he or

she may have about the student’s academic difficulty. In addition, the advisors will receive copies of

letters from the Chairperson to students having academic difficulty.

d. To initiate tutoring following a recommendation or student request for tutoring, the student follows

these steps:

1. The student obtains from the LEAD Office a list of names of tutors available for the course in

which the student is having problems.

2. The student is assigned a tutor by the LEAD Director from the list of available tutors.

3. Once assigned, the tutor and tutee meet with the course instructor to discuss the student’s

specific problems. The instructor should make some recommendations as to what areas the tutor

should emphasize.

4. The tutor and student arrange mutually agreeable times for the tutoring sessions.

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5. The tutor must have the course instructor sign the time sheet before it is turned in to the LEAD

Office.

Modified Year I MPT Curriculum

The MPT program offers Modified Year I curriculum for students experiencing academic difficulties or

students with disabilities. This modified program extends the regular curriculum by an additional year in

that the first year standing curriculum is spread over a two-year period. Guidelines for this program

include:

a. Potential candidates for the Modified Year I MPT Curriculum will be identified by the midway

point of Module I after midterm examinations.

b. The Modified Curriculum is not an option unless the student manifests serious academic problems

by the midway point of Module I.

c. Recommendation of individual students for the Modified Curriculum shall be made through the

Dean of the College of Allied Health Professions by recommendations from the Department of Physical

Therapy Education Faculty and the College of Allied Health Professions, Student Academic Progress

Committee.

d. The decision to enter the Modified Curriculum is a onetime student option.

e. At the time the student opts for the Modified Curriculum, the modified curriculum will be based

upon courses in which the student is receiving satisfactory grades by midterm of Module I. The

Modified Curriculum will be outlined for the student, so that Year I of the MPT curriculum will be

taken over two years. As the student enters Year II of the curriculum, it is expected that the student

would attend all classes and clinical assignments as defined in the standard curriculum.

f. The student's progress will be monitored carefully each module by the Department Chairperson for

the Department of Physical Therapy Education, College of Allied Health Professions Student

Academic Progress Committee, and the Dean of the College of Allied Health Professions.

g. Students admitted to this program will pay consecutive years of tuition and mandatory fees as if

enrolling in the regular curriculum, and only mandatory fees for the final additional year in the

curriculum.

Professional Probation

Violations of the Standard of Professional Conduct will be dealt with as described under the General

University Academic Policies and Regulations of this catalogue.

Dismissal

A student may be subject to dismissal from the program for substandard academic or professional

performance, as follows:

a. A second grade of "U" or “NCr” in the same required course;

b. A third grade of "U" or “NCr” in required courses in the program;

c. Unacceptable performance on more than one of the clinical practica;

d. Lack of professional or personal attributes considered appropriate for continuance in the program

and profession;

e. Any event that could result either in academic or professional probation for a student currently on

academic or professional probation;

f. Violation of the terms of probation as stated in a letter at the time the student is placed on probation.

Exemption from Individual Course

Students with advanced work or degrees in a particular subject formally may petition the instructor and

the Department Chairperson for credit for an individual course. The petition must include the reasons for

the request and all necessary documentation and must be submitted by the end of the first week of the

course. The student must comply with the attendance policy until notification that exemption has been

granted by the Dean, based upon recommendation of the Department Chairperson. The instructor, before

recommending exemption, may require acceptable performance on an examination. The instructor, in

consultation with the Department Chairperson, may suggest other alternative or additional criteria for

determining exemption.

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Confidentiality of Medical Records and Health History Information

All data gathered about patients and their illnesses, including all items within patients’ medical histories

are privileged information.

a. Students should not discuss patients’ records in a manner or a situation that would reveal any

information about these patients or their records to persons not involved in their health care.

b. Charts or contents, e.g., lab reports, etc., are not to be removed from the hospital or clinical setting.

Use of Physical Therapy Equipment and Laboratories

The DPTE policy for use of the PT equipment in the PT Skills Laboratories is as follows: No one is to

use the PT equipment except MPT students who have received education and have had practice on the

equipment in the laboratory. These MPT students must be checked out by a faculty member as being

competent to use the equipment. MPT students using the equipment should be doing so in conjunction

with a class they are taking, or in preparation for a clinical practicum, or to conduct a clinical research

project. If equipment is used for a research project, the MPT faculty advisor will be responsible to check

out student competency in using the equipment.

Physical Therapy skills and research labs may be used after regular class hours, with permission of the

Department Chair. Use of these facilities must be scheduled with the Department Chair five (5) working

days in advance of the intended date of use.

CURRICULUM ORGANIZATION

The MPT curriculum is continually evaluated to assure the best educational experience and outcomes.

With this consideration, the following is an outline of curriculum organization. The curriculum sequence

provided below applies to students entering in January 2003.

Year I

Course number Semester Hours

Module I - 15 Weeks

PT 5000 Psychosocial Aspects of Health Care 2.5

PT 5040 Histology and Tissue Healing 2

PT 5070 Patient Care Skills 2

PT 5075 Physical Agents & Procedures 3

PT 5100 Physiology/Pathophysiology 5

PT 5130 Research Methodology in Health Care 3

PT 5220 Principles of Teaching and Learning 2

PT 5230 Clinical Medicine I 2

Total 21.5

Module II - 15 Weeks

PT 5060 Human Morphology & Movement I 7

PT 5065 Human Morphology & Movement II 7

PT 5141 Preparation for Clinical Practicum I 1

Total 15

Module III - 18 Weeks

PT 5015 Physical Therapy in the Health Care System 3

PT 5120 Human Life Sequences 2

PT 5140 Research Statistics in Health Care 2

PT 5200 Differential Diagnosis of Musculoskeletal Disorders 3

PT 5210 Eval. & Treatment of Lower Quarter Musculoskeletal Dysfunction 6

PT 5235 Clinical Medicine II 2

PT 7010 Clinical Practicum I 4

Total 22

Year II

Module IV – 12 weeks

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PT 5142 Preparation for Clinical Practicum II 1

PT 5205 Eval. & Treatment of Upper Quarter Musculoskeletal Dysfunction 6.5

PT 6020 Principles of Electrotherapeutic Eval. & Treatment 3

PT 6030 Physiology of Exercise 4

PT 6040 Eval. & Treatment of Cardiovascular System 4

Total 18.5

Module V – 12 weeks

PT 7020 Clinical Practicum II 12

Total 12

Module VI – 12 weeks

PT 6000 Neuroanatomy 4

PT 6005 Neurophysiology 4

PT 6010 Eval. & Treatment of Neurological Disorders 8

PT 6070 Prevention & Management of Problems in Adult Aging 3

PT 6075 Prevention & Management of Problems in Pediatric Populations 3

Total 22

Module VII – 10 weeks

PT 5143 Preparation for Clinical Practicum III 1

PT 6050 Principles of Administration and Management 3

PT 6060 Prosthetics, Orthotics and Gait 3

PT 6100 Rehabilitation: Neuromusculoskeletal & Cardiopulmonary 5

PT 6200 Applied Research I 1

Total 13

Year III

Module VIII – 12 weeks

PT 7030 Clinical Practicum III 12

Total 12

Module IX – 4 weeks

PT 6210 Applied Research II 1

PT 6500 Electives 4

Total 5

Graduation – Total Credit Hours 141

The following curriculum schedule applies to student enrolled in the MPT program prior to January

2003.

Year II

Module VI - 12 Weeks

PT 5143 Preparation for Clinical Practicum III 0.5

PT 6000 Neuroanatomy 4

PT 6005 Neurophysiology 4

PT 6010 Evaluation and Treatment of Neurologic

Disorders 8

PT 6020 Principles of Electrotherapeutic

Evaluation and Treatment 4

Total 20.5

Module VII - 12 Weeks

PT 7030 Clinical Practicum III 12

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Total 12

Module VIII - 12 Weeks

PT 5144 Preparation for Clinical Practicum IV 0.5

PT 6030 Physiology of Exercise 4

PT 6040 Evaluation and Treatment of the

Cardiopulmonary System 4

PT 6050 Principles of Administration and Management 3

PT 6060 Prosthetics, Orthotics and Gait 3

PT 6070 Prevention and Management of Problems in

the Aging Adult 3

PT 6200 Applied Research II 1

Total 18.5

Module IX - 6 Weeks

PT 6075 Prevention and Management of Problems in

the Pediatric Patient 3

PT 6100 Rehabilitation: The Neuro-Musculoskeletal

and Cardiopulmonary Systems 5

Total 8

Final Phase (Year III)

Module X - 12 Weeks

PT 7040 Clinical Practicum IV 12

Total 12

Module XI - 4 Weeks

PT 6500 Electives 4

PT 6210 Applied Research II 1

Total 5

Graduation - Total Semester Hours 144

COURSE DESCRIPTIONS AND CREDIT HOURS

All courses are awarded letter grades, except when indicated otherwise.

PT 5000 Psychosocial Aspects of Health Care (2.5 credit hours)

(Formerly PT 500)

Prerequisite: Acceptance to program. Introduction to the psychological and sociological effects of

acute, chronic, terminal, traumatic and congenital medical problems on the patient, family and therapist;

communication skills including interviews, verbal and non-verbal communication.

PT 5015 Physical Therapy in the Health Care System (3 credit hours)

(Formerly PT 501and 502; Formerly PT 5010 and 5020)

Prerequisite: Acceptance to program. Emphasis on concepts presented in the Guide to Physical

Therapist Practice and the APTA Code of Ethics. Includes a broad perspective of world, nation and state

health care factors, legal aspects of physical therapy practice, and documentation and reimbursement in a

variety of practice settings.

PT 5040 Histology and Tissue Healing (2 credit hours)

Prerequisite: Acceptance to the program. Includes tissue types and composition of organ systems;

structure and function of cells and cellular components related to each body system; collagen formation

and deposition. Discusses process of tissue repair, remodeling and regeneration for each body system,

including cellular responses to injury, inflammatory response and the time frame for healing.

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PT 5060 Human Morphology and Movement I (7 credit hours)

(Formerly PT 503, 505 and 509; Formerly PT 5030, 5050 and 5080). Prerequisite: Acceptance to

program. This is a fully integrated course on human anatomy and kinesiology. The course includes an

introduction to theoretical and functional principles of human structure with an emphasis on their clinical

relevance and applications. Topics include kinetics, kinematics, manual muscle testing, and evaluation of

gait with an emphasis on normal function. Techniques covered include goniometry, surface palpation and

posture evaluation. Critical review of pertinent published literature will be utilized and will include

electromyographic studies of normal and pathologic movement. Anatomical topics in the first semester

include musculoskeletal, vascular, and nervous structures of the trunk, abdomen and posterior neck with an

emphasis on the form and function of the hypaxial and epaxial regions. The structure and function of the

upper quadrant and thoracic viscera will also be covered. Human cadaver dissection by all participants is

a requirement. Pathology is addressed as an aid in identification of major concepts and to introduce

clinical relevance. Lecture and Laboratory.

PT 6065 Human Morphology and Movement II (7 credit hours)

(Formerly PT 504, 506 and 509; Formerly PT 5035, 5055 and 5080)

Prerequisite: PT 5060. Continuation of PT 5060. Introduction to theoretical principles and clinical

application of kinetics and kinematics of the extremity joints and muscles of the lower quadrant with

emphasis on normal function. Also covers head, neck and abdominal viscera, including cardiovascular,

pulmonary, nervous, digestive, excretory and reproductive systems as relevant. Introduces the structures

of the autonomic and somatic neural systems. Pathokinesiology is addressed as an aid in identifying major

concepts and introducing clinical relevance. Gait analysis and special tests for orthopedic evaluation and

differential diagnosis are integrated with detailed dissection and thorough anatomical study of the limbs.

Lecture and Laboratory.

PT 5070 Patient Care Skills (2 credit hours)

(Formerly PT 507)

Prerequisite: Acceptance to program. Introduction to the physical therapy skills of transfers, gait

training, bed mobility, wheelchair selection and management, cushions, range of motion and monitoring of

physiological responses. Includes medical terminology. Lecture and laboratory.

PT 5075 Physical Agents and Procedures (3 credit hours)

(Formerly PT 508)

Prerequisite: Acceptance to program. Application of sterile technique and universal precautions,

physiologic principles and applications of heat and cold modalities, ultrasound, massage and hydrotherapy.

Includes relaxation techniques. Lecture and laboratory.

PT 5100 Physiology/Pathophysiology (4 credit hours)

(Formerly PT 511)

Prerequisite: Acceptance to program. Human physiology, including homeostasis, cell transport,

endocrine and neural signaling, pain, and body defenses. Emphasis is placed on the physiology of the

major body systems and includes discussion of commonly encountered clinical conditions within each

system. Also includes an introduction to neuroanatomy and neurophysiology.

PT 5120 Human Life Sequences (2 credit hours)

(Formerly PT 510)

Prerequisite: PT 5100. The developmental process from conception to death with the emphasis on

human motor performance. Sequence of study includes fetal life, infancy, early and middle childhood, late

childhood, adolescence, early and middle adulthood, and the aging adult including: neuroanatomical and

neurophysiological mechanisms in relationship to developmental changes in performance, and

musculoskeletal development in relationship to the human life span.

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PT 5130 Research Design I (2 credit hours)

(Formerly PT 512)

Prerequisite: Acceptance to program. Application of research methods to clinical studies. Examines the

methods used for the objective and systematic study and evaluation of clinical practices.

PT 5140 Research Statistics in Health Care (2 credit hours)

Prerequisite: PT 5130. Application of statistical concepts to analyze quantitative data in health care

research.

PT 5141 Preparation for Clinical Practicum I (1 credit hour)

(Formerly PT 514)

Prerequisite: Acceptance to program. This one hour seminar course will offer an introduction to clinical

education in physical therapy to include an overview of the affiliation agreement. Scheduling and

assignment for Clinical Practicum I will also be incorporated herein. Cr/NCr.

PT 5142 Preparation for Clinical Practicum II (1 credit hour)

(Formerly PT 515)

Prerequisite: PT 5141. This one hour seminar course will continue from PT 5141 on various aspects of

clinical education, including expectations of clinical performance and utilization of the evaluation tool.

Scheduling and assignment for Clinical Practicum II will also be incorporated herein. Cr/NCr.

PT 5143 Preparation for Clinical Practicum III (0.5 credit hour)

(Formerly PT 516)

Prerequisite: PT 5141, 5142. This one hour seminar course will continue from PT 5142 on various

aspects of clinical education including issues of professionalism in the physical therapy field. Scheduling

and assignment for Clinical Practicum III will also be incorporated herein. Cr/NCr.

PT 5144 Preparation for Clinical Practicum IV (0.5 credit hour)

(Formerly PT 517)

Prerequisite: PT 5141, 5142, 5143. This one hour seminar course will continue from PT 5143 on

various aspects of clinical education including the role of the health care team and the licensure process.

Scheduling and assignment for Clinical Practicum IV will also be incorporated herein. Cr/NCr.

PT 5200 Differential Diagnosis of Musculoskeletal Disorders (3 credit hours)

(Formerly PT 522)

Prerequisite: Satisfactory completion of PT 5020, 5060, 5065, 5100 and 5230. Introduction to topics of

pain, medical imaging, pharmacology for musculoskeletal conditions and key clinical pathologies of the

musculoskeletal system. This discussion of pathologies will include epidemiology, etiology and medical

management, including diagnostic tests, laboratory studies, medication and surgical management, and

differential diagnosis.

PT 5205 Evaluation and Treatment of Upper Quarter Musculoskeletal Dysfunction (6.5 credit

hours)

(Formerly PT 523)

Prerequisite: PT 5015, 5040, 5060, 5065, 5100, 5200, 5210, 5230 and 5235. Evaluation and treatment

of neuromusculoskeletal problems of cranio-facial region, cervical spine, upper extremity, and upper trunk,

using a regional approach. Foundational content from PT 5210, including the framework for subjective

and objective examinations, assessment and treatment of patients, is applied to upper quarter body regions.

Common single and multi-region problems are also covered. Lecture and laboratory.

PT 5210 Evaluation and Treatment of Lower Quarter Musculoskeletal Dysfunction (6 credit hours)

(Formerly PT 524)

Prerequisite: PT 5040, 5060, 5065, 5070, 5075, 5100, 5230 and concurrent enrollment n PT 5105,

5200 and 5235. Evaluation and treatment of neuromusculoskeletal problems of the lower extremity and

lower trunk, using a regional approach. Includes foundational topics necessary for evaluation and

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treatment of neuromusculoskeletal problems such as principles and practice of muscle strengthening,

muscle endurance, muscle stretching, soft tissue mobilization, joint mobilization, and PNF. Other

foundation content includes the framework for the subjective (interview) and objective (physical)

examination of patients, including assessment and treatment. This framework is then applied using

problem-solving and evidenced-based approaches by region, individually and in combination, to the

thoracolumbar spine, sacroiliac joints and pelvis, hip, knee, ankle and foot. Common single and multi-

region problems are also covered, including pathological gait. Lecture and laboratory.

PT 5220 Principles of Teaching and Learning (2 credit hours)

(Formerly PT 530)

Prerequisites: Acceptance to the program. Teaching-learning theory applied to clinical practice with

clients and their families. Includes teaching techniques for being a clinical instructor of presenting in-

services. Final class session includes presentation of micro-teach with self and group evaluations.

PT 5230 Clinical Medicine I (2 credit hours)

(Formerly PT 533)

Prerequisite: Acceptance to program. Introduction to pharmacodynamics and key laboratory values and

their importance in PT decision making. General medical conditions and their epidemiology, etiology,

clinical manifestations, medical management, and issues related to PT examination, screening and

interview are included.

PT 5235 Clinical Medicine II (2 credit hours)

Prerequisite: PT 5230. Continuation of PT 4230. Includes laboratories on physical examination skills

related to visceral structures for purposes of medical screening. Also includes indications for referral to

medical practitioner or other appropriate health care providers. Lecture and Laboratory.

PT 6000 Neuroanatomy (4 credit hours)

(Formerly PT 526)

Prerequisite: Acceptance to the program. Normal anatomy and function of the central, peripheral, and

autonomic nervous systems; laboratory with specimens. Lecture and laboratory.

PT 6005 Neurophysiology (4 credit hours)

(Formerly PT 527)

Prerequisite: PT 5100. Human neurophysiology with emphasis on normal cellular and systemic

functions of the central and peripheral nervous systems.

PT 6010 Evaluation and Treatment of Neurologic Disorders (8 credit hours)

(Formerly PT 528)

Prerequisite: PT 50300, 5035, 5070, 5080; concurrent enrollment in PT 6000, 6005. Systematic

approach to a variety of neurologic problems of the central and peripheral nervous systems. Emphasis is on

the impairments and clinical manifestations of the anatomical lesions, evaluation techniques and

interventions. Lecture and Laboratory.

PT 6020 Principles of Electrotherapeutic Evaluation and Treatment (4 credit hours)

(Formerly PT 529)

Prerequisites: PT 5100, 6000, 6005. Basic concepts in electrical safety and instrumentation, detailed

concepts and applications of electrotherapy introducing principles of electrophysiologic testing and

therapeutic application of electrical stimulation (ES), including strengthening (NMES), re-education, pain

reduction (TENS), tissue repair (ESTR) and iontophoresis. Electrophysiologic testing to include an

introduction to electromyography (EMG), nerve conduction velocity (NCV) and other electrophysiological

tests. Lecture and laboratory.

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PT 6030 Physiology of Exercise (4 credit hours)

(Formerly PT 531)

Prerequisite: PT 5100. This course addresses bioenergetics as well as the acute and chronic

physiological responses of the human body during exercise and other special conditions. The physiological

basis of therapeutic exercise is the foundation for this course. Lecture and laboratory.

PT 6040 Evaluation and Treatment of Cardiopulmonary System (4 credit hours)

(Formerly PT 532)

Prerequisite: PT 5030, 5100. Introduction to evaluation and treatment of diseases of the cardio-

pulmonary system; includes physiology and pathophysiology, evaluation methods, treatment methods and

prevention. Lecture and laboratory.

PT 6050 Principles of Administration and Management (3 credit hours)

(Formerly PT 534)

Prerequisite: PT 5010, 5020. Organization and administration of a physical therapy department

including budget considerations, hiring-interviewing techniques, marketing, and medical-legal issues.

PT 6060 Prosthetics, Orthotics, and Gait (3 credit hours)

(Formerly PT 538)

Prerequisite: PT 5030, 5035, 5050, 5055, 5080. Evaluation and application of prosthetic and orthotic

devices to physical therapy clients. Evaluation of abnormal and pathological gait patterns. Lecture and

laboratory.

PT 6070 Prevention and Management of Problems in the Aging Adult (3 credit hours)

(Formerly PT 535)

Prerequisite: PT 5000 through 5120, 5200 through 5230, 6000 through 6020; concurrent enrollment in

PT 6030, 6040, 6050. Systematic, problem solving approach to the geriatric client with emphasis on

prevention, etiology, clinical manifestations, evaluation, treatment and resources.

PT 6075 Prevention and Management of Problems in the Pediatric Population (3 credit hours)

(Formerly PT 536)

Prerequisite: PT 5030, 5035, 5070, 5080, 5100, 5120, 6000, 6005, 6010. Systematic, problem solving

approach to the pediatric client with emphasis on prevention, etiology, clinical manifestations, evaluation

and treatment. Lecture and laboratory.

PT 6100 Rehabilitation: The Neuromusculoskeletal and Cardiopulmonary Systems (5 credit hours)

(Formerly PT 537)

Prerequisite: PT 5000 through 5120, 5141 through 5144, 5200 through 5230, 6000 through 6070.

Emphasis is on the various roles of physical therapy throughout the process of rehabilitation. Exposure to

patients with complex problems and special needs is included. There is a potential for off site experience

as a member of a rehabilitation team and work with experts in other medical professions. Experiences

provided to expose students to rehabilitation measures and techniques with real and/or simulated patients.

Lecture and laboratory.

PT 6200 Applied Research I (1 credit hour)

(Formerly PT 540)

Prerequisite: PT 5130, 5135. Individually planned studies under the direction of a senior investigator.

Studies to be pertinent to work in physical therapy. Cr/NCr.

PT 6210 Applied Research II (1 credit hour)

(Formerly PT 541)

Prerequisite: PT 5130, 5135, 6200. Students give presentation of research proposal to PT community.

Cr/NCr.

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PT 6500 Electives (4 credit hours)

(Formerly PT 539)

Prerequisite: Approval of instructor. Students select from a variety of topics presented in the style of

continuing education courses and attend an average of 12 hours/week for four weeks. Laboratory

experiences may be included. Cr/NCr.

CLINICAL PRACTICA

PT 7010 Clinical Practicum I (4 credit hours)

(Formerly PT 518)

Prerequisite: Satisfactory completion of all coursework in Modules I and II. Forty hours per week for

four weeks under the direct supervision of a physical therapist serving as the clinical instructor.

Application of Modules I and II will be emphasized in this clinical experience. Cr/NCr.

PT 7020 Clinical Practicum II (12 credit hours)

(Formerly PT 519)

Prerequisite: Satisfactory completion of all coursework in Modules I through IV, PT 6080, 6090, and

7010. Forty hours per week for twelve weeks under the direct supervision of a physical therapist serving as

the clinical instructor. Application of Modules I through IV will be emphasized in this clinical experience.

Cr/NCr.

PT 7030 Clinical Practicum III (12 credit hours)

(Formerly PT 520)

Prerequisite: Satisfactory completion of PT 5000 through 5143, 5200 through 5230, 6000 through

6020. Forty hours per week for twelve weeks under the direct supervision of a physical therapist serving as

the clinical instructor. Application of Modules I through VI will be emphasized in this clinical experience.

Cr/NCr.

PT 7040 Clinical Practicum IV (12 credit hours)

(Formerly PT 521)

Prerequisite: Satisfactory completion of all courses, except PT 6210 and 6500. Forty hours per week

for twelve weeks under the direct supervision of a physical therapist serving as the clinical instructor.

Application of Modules I through IX will be emphasized in this clinical experience. Cr/NCr.

PT 8100 Pharmacology for the Physical Therapist (3 credit hours)

Prerequisite: Bachelor’s or Master’s degree in Physical Therapy. This course addresses basic and

applied pharmacology for the practicing physical therapist. The content includes the effects of

pharmacotherapy on the health and well-being of physical therapy patients.

PT 8120 Medical Screening and Systems Review (3 credit hours)

Prerequisite: Graduate of an accredited Physical Therapy program and current licensure as a physical

therapist. This course familiarizes the physical therapist with patient history and systems review from the

medical and physical therapy perspectives. Lecture notes, internet discussions, and case discussions are

used to prepare the PT for the appropriate medical screening and physical examination skills required to

practice in a direct access environment. A systems approach is used to discuss common medical

conditions, their epidemiology, etiology, clinical manifestations, medical management and issues related to

PT screening, examination, interventions, and red flags.

HONORS AND AWARDS

The following awards are presented to PT students annually on Honors Day in April:

Physical Therapy Student Recognition Award

Physical Therapy Class Award

Elizabeth A. Rogers Chairperson's Award

Asian American Physical Therapy Scholarship Award

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Roy G. and Marion L. Kramer Endowment Fund Award

Guy M. Allmon Scholarship Fund Award

Linda Fox Memorial Endowment Fund Award

President's Society Award

Rebecca E. Pabst Memorial Scholarship Award

Shannon Marie Fogard Memorial Scholarship Award

Casa Colina Centers for Rehabilitation Scholarship Award

Dean's Award

The following are presented at graduation:

Dean's Award

Physical Therapy Faculty Award

Physical Therapy Outstanding Clinical Performance Award

Physical Therapy Outstanding Service Award

Physical Therapy Academic Achievement Award

Outstanding Research Proposal Award

124

ACADEMIC CALENDAR

Program Year 2003 MPT PROGRAM

(subject to change)

Friday, Dec. 20, 2002

Spring Semester Registration Ends (All years)

Friday, Dec. 20, 2002

Spring Semester Tuition Due (All years)

Monday, Jan. 6, 2003

MPT '05 Registration

MPT '05 Module I Begins

MPT '04 Module VI Begins

MPT '03 Module X Begins

Sunday, Jan. 12, 2003

MPT '05 Welcome Luncheon and White Coat

Ceremony

Monday, Jan. 20, 2003

Martin Luther King, Jr. Holiday

Monday, Feb. 17, 2003

President's Day Holiday

Monday, Mar. 31, 2003

MPT '03 Spring Break

MPT '04 Module VII Begins

Friday, April 4, 2003

MPT’05 Fall Semester Registration

Monday, Apr. 7, 2003

MPT '03 Module XI Begins

Monday, Apr. 21, 2003

MPT '05 Spring Break

Monday, Apr. 28, 2003

MPT '05 Module II Begins

Friday, May 2, 2003

MPT '03 Last Day of Classes

Monday, May 26, 2003

Memorial Day - No Classes

TBA

Graduation MPT '03

Monday, Jun. 23, 2003

MPT '04 Summer Break

Friday, Jul. 4, 2003

Independence Day - No Classes

Friday, Jul. 25, 2003

MPT ’05 Fall Semester Registration Ends

Monday, Aug. 4, 2003

MPT '04 Module VIII Begins

MPT ’05 Fall Semester Tuition Due

Monday, Aug. 11-Friday, Aug. 15, 2003

MPT ’04 Fall Semester Registration

Monday, Aug. 18, 2003

MPT '05 Module III Begins

Friday, Aug. 28, 2003

MPT ’04 Fall Semester Tuition Due

Monday, Sept. 1, 2003

Labor Day Holiday - No classes

Monday, Oct. 13, 2003

Columbus Day - No classes

Monday, Oct. 27, 2003

MPT '04 Module IX Begins

Monday, Nov. 23-Dec. 1, 2003

Thanksgiving Break - No classes

Monday, Dec. 1, 2003

MPT '04 Module IX Resumes

Monday, Dec. 15, 2003

MPT '04 Winter Break Begins

Monday, Dec. 22, 2003

MPT '05 Winter Break Begins

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COLLEGE OF ALLIED HEALTH PROFESSION

Master of Science in Physician Assistant Studies

Primary Care Physician Assistant Program

ACCREDITATION

The Primary Care Physician Assistant Program of the College of Allied Health Professions is

accredited by the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA).

VISION STATEMENT

The Western University of Health Sciences Primary Care Physician Assistant Program will be

nationally respected and recognized as an innovative leader in Physician Assistant education. Our faculty

will continue to be leaders in our profession as educators and clinicians. This will be accomplished by the

continued acquisition of knowledge and utilization of effective teaching methods. Our faculty will educate

a diverse student body who will provide compassionate and comprehensive primary care medicine.

The program will continue to seek out applicants and foster in our students attributes that will enhance

their role as effective health care professionals. Core attributes that will be valued are integrity,

compassion, respect, moral principles, and an aspiration for life-long learning.

Our students, graduates and faculty will serve in key leadership positions on a local, state and national

level, to steer the future of the physician assistant profession, while striving to continue personal and

professional development. Physicians and health care delivery teams will seek our graduates. Through

these partnerships, comprehensive patient care will be accessible for all populations.

MISSION STATEMENT

The Primary Care Physician Assistant Program supports the University’s mission by educating

Physician Assistants to deliver high quality competent and compassionate health care as team members

within the health care delivery system.

THE PHYSICIAN ASSISTANT ROLE

Physician assistants are health care professionals licensed to practice medicine with physician

supervision. Within the physician/physician assistant relationship, physician assistants exercise autonomy

in medical decision making and provide a broad range of diagnostic, therapeutic, preventive, and health

maintenance services. The clinical role of the physician assistant includes primary and specialty care in

medicine and surgical practice settings. Physician assistant practice is centered on patient care and may

include educational, research and administrative activity. As part of their comprehensive responsibilities,

PAs conduct physical exams, diagnose and treat illnesses, order and interpret tests, counsel on preventive

health care, assist in surgery, and can write medical orders.

The role of the physician assistant demands intelligence, sound judgment, intellectual honesty,

appropriate interpersonal skills, and the capacity to react to emergencies in a calm and reasoned manner.

An attitude of respect for self and others, adherence to the concepts of privilege and confidentiality in

communicating with patients, and a commitment to the patient's welfare are essential attributes.

The specific tasks performed by an individual physician assistant cannot be delineated precisely

because of variations in practice requirements mandated by geographic, political, economic, and social

factors. At a minimum, however, physician assistants are educated in those areas of basic medical science

and clinical disciplines and specific problem solving.

Physician assistant practice is characterized by clinical knowledge and skills in areas traditionally

defined by family medicine, internal medicine, pediatrics, obstetrics, gynecology, surgery, and

psychiatry/behavioral medicine.

Physician assistants practice in ambulatory, emergency and long-term settings. Physician assistants

provide health care services to diverse patient populations of all ages with a range of acute and chronic

medical and surgical conditions. They need knowledge and skills which allow them to function effectively

in an ever changing health care environment.

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Services performed by physician assistants include, but are not limited to the following:

1. Evaluations: eliciting a detailed and accurate history, performing an appropriate physical

examination, ordering appropriate diagnostic studies, delineating problems, developing

management plans, and recording and presenting data.

2. Diagnostics: ordering, performing and/or interpreting diagnostic studies to identify and follow

pathophysiology process.

3. Monitoring: implementing patient management plans, recording progress notes and participating

in the process of the continuity of care.

4. Therapeutic: performing therapeutic procedures and managing or assisting in the management of

medical and surgical conditions, which may include assisting surgeries in the conduct of operations

and taking initiative in performing evaluations and therapeutic procedures in life-threatening

procedures.

5. Patient Evaluation: counseling patients regarding issues of health care management to include

compliance with prescribed therapeutic regimens, normal growth and development, family planning,

and emotional problems of daily living.

6. Referral: facilitating the referral of patients to other health care providers or agencies as

appropriate.

Certification/Licensure

The written examination for certification as a physician assistant is administered by the National

Commission on Certification of Physician Assistants (NCCPA) three times yearly. Successful completion

requires that the applicant achieve the passing score established by the NCCPA for that examination. It is

the responsibility of the applicant to ensure that certification of his or her examination score is received by

the Physician Assistant Committee (PAC). The NCCPA phone number is 770-399-9971. The PAC phone

number is 916-263-2323.

The PAC may grant interim approval to an applicant for licensure as a physician assistant provided that

the applicant provides evidence that he or she is a graduate of an approved program and has applied for,

and therefore not taken, the first examination required by Section 1399.507 subsequent to the applicant's

successful completion of the approved program. If the applicant fails the examination, the interim approval

automatically terminates upon the applicant's receipt of notice of failure by the PAC or by the NCCPA.

An applicant who has been granted interim approval and who is subsequently notified by the NCCPA

or by the PAC that he or she has passed the examination required in Section 1399.507 shall complete the

licensure process by paying the initial licensure fee as requested within 90 days from notification that the

applicant is now ready for licensure. If the applicant does not complete the licensure process by end of the

90-day period, the interim approval shall automatically terminate. Applicants who do not pass the national

certifying exam, can not work as a PA. The applicant may retake the exam at the next test date offered by

the NCCPA.

PROGRAM GOALS

The primary goal of the Western University Physician Assistant Program is to educate individuals to

serve as physician assistants in primary care medicine. PA students are educated to provide health care to

all patient populations. PAs work with the direction and supervision of a physician. The education

provided by the program will prepare the entry-level graduate with the knowledge skills and attitudes to

perform in a primary care setting and function in a variety of roles within numerous clinical settings. The

program goal of educating individuals to serve as PAs in primary care medicine is founded on the

understanding that the broad-based education needed to prepare an individual to serve in a primary care

setting is the most effective form of initial preparation. This goal also permits the development of

attributes that will serve the graduate in the greatest spectrum of potential employment opportunities.

The program has also established the goal of incorporating appropriate elements of the traditional

osteopathic philosophy into the training of physician assistants. These elements include:

• An understanding of the patient as a "whole person."

• Emphasis on those aspects of health education that stress "wellness" and disease prevention.

• An appreciation of the role of physical medicine in the diagnosis and management of illness.

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The curriculum is designed to accomplish the following objectives. Students attain these objectives as

they progress through the curriculum.

Knowledge

Upon completion of this program the graduate should know:

1. The pre-clinical, clinical and behavioral sciences that form the foundation for functioning as a PA.

2. The spectrum of normal measurements that define the healthy individual at all ages.

3. The pathophysiologic processes that commonly cause deviations in normal clinical measurements.

4. The fundamentals of health maintenance.

5. Patient management regimens for common primary health care problems.

6. Accepted strategies for disease prevention.

7. How to apply a systematic process of problem solving to the diagnosis of disease.

8. The components of normal human behavior and the major deviations from these patterns.

9. The health care resources available to the health care provider and patient.

10. The role of the physician in a variety of health care environments.

11. How the various health care delivery systems function and the role of the PA within each system.

12. The general principles of managed care as it applies to patients and primary care providers.

13. The fundamentals of various types of research modalities.

14. The research modalities and applications for problem solving in regards to disease, health

promotion and disease prevention.

Skills

Upon completion of this program the graduate should be able to:

1. Obtain a medical history.

2. Perform a complete physical examination.

3. Perform and interpret diagnostic tests.

4. Accurately report information obtained from a patient.

5. Manage, with the supervision of a physician, common health care problems.

6. Assess mental health status.

7. Recognize signs and symptoms of disease processes.

8. Communicate empathetically with a patient.

9. Formulate differential diagnosis to aid in diagnosis.

10. Critically interpret medical literature and apply it appropriately in clinical practice.

11. Gather community resources for patients.

12. Implement community health projects and guidelines.

13. Participate in quality assurance programs.

14. Develop health care resources for other providers and patients.

15. Participate in medical research activities.

Attitudes

Program graduates should exhibit respect and appreciation for:

1. All individuals who seek their care.

2. Self and other members of the health care team/profession.

3. An individual's right to confidentiality.

4. The sanctity of human life.

5. The dignity of patients.

6. The multiple physical and emotional factors that influence the health of individuals.

7. The many value systems in our society.

8. The importance of continuing medical education after graduation.

9. The effectiveness as a contributing team member in health care.

10. An increased PA role in regards to the medical community, health care delivery systems and the

patient.

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FUNCTIONS AND TASKS OF PHYSICIAN ASSISTANT GRADUATES

General Entry-Level Competencies Expected of a Graduate

The physician assistant will be able to:

• Elicit a comprehensive, accurate history and perform a complete routine physical examination on

patients of any age group; elicit a pertinent and accurate history and perform a problem-oriented

screening examination in situations requiring an interval evaluation.

• Select, perform and/or interpret the appropriate routine laboratory and diagnostic studies/ procedures

for the purpose of completing an adequate data base.

• Identify problems, organize and integrate data, record and present.

• Accurately present an oral case.

• Implement a management plan, including performing or assisting.

• Instruct and counsel patients regarding physical and mental health to include diet, health maintenance,

therapy, normal growth and development, family planning, referral and follow-up services.

• Provide life support and emergency evaluation/care in response to life-threatening situations in the

absence of a physician and/or other appropriate health professionals.

• Initiate and follow up on appropriate referrals to specialists.

Associated Competencies

In addition to the above entry-level competencies, physician assistant graduates are expected to

function in a variety of environments, interact appropriately with diverse populations, and engage in many

activities for continued professional and personal growth. The role of the physician assistant as a primary

health care provider imposes many legal and ethical restrictions on behavior. Although not strictly related

to the "clinical role" of the physician assistant, there are a large number of activities that contribute to the

broad process of "professional development" and "role identity" which are essential for optimal

performance as a health professional. These activities are related to areas such as administration,

education, consultation, ethical, and legal considerations of the profession. The program will endeavor to

provide its students with educational experiences that will introduce these attitudinal objectives.

PERSONAL COMPETENCIES FOR ADMISSION AND MATRICULATION

A candidate for admission to the Primary Care Physician Assistant Program must have the use of

certain sensory and motor functions to permit them to carry out the activities described in the sections that

follow. Graduation from the program signifies that the individual is prepared for entry into clinical practice

or into postgraduate training programs. Therefore, it follows that graduates must have the knowledge and

skills needed to function in a broad variety of clinical situations and to render a wide spectrum of

diagnostic and therapeutic care. The candidate and student must be able consistently, quickly and

accurately to integrate all information received by whatever sense(s) are employed. Also, they must have

the intellectual ability to learn, integrate, analyze and synthesize data.

A candidate for the Master of Science in Physician Assistant Studies degree ordinarily must have

abilities and skills of five varieties including: observation; communication; motor; intellectual, conceptual,

integrative and quantitative; and behavioral and social. Where technological assistance is available in the

program, it may be permitted as a reasonable accommodation when appropriate. Under all circumstances,

a candidate should be able to perform in a reasonably independent manner.

a. Observation: Candidates and students ordinarily must have sufficient vision to be able to observe

demonstrations, experiments and laboratory exercises. They must be able to observe a patient

accurately at a distance and close at hand.

b. Communication: Candidates and students must be able to communicate with patients and colleagues.

They should be able to hear, with or without a reasonable accommodation. Candidates and students

must be able to read, write, and speak English.

c. Motor: Candidates and students ordinarily should have sufficient motor function such that they are

able to execute movements reasonably required to provide general care and emergency treatment to

patients. Examples of emergency treatment reasonably required of physician assistants are

cardiopulmonary resuscitation, administration of intravenous medication, the application of pressure to

stop bleeding, the opening of obstructed airways, the suturing of simple wounds, and the performance

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of simple obstetrical maneuvers. These actions require coordination of both gross and fine muscular

movements, equilibrium and functional use of the senses of touch and vision.

d. Intellectual, Conceptual, Integrative and Quantitative Abilities: These abilities include measurement,

calculation, reasoning, analysis and synthesis. Problem solving, the critical intellectual skill demanded

of a physician assistant, requires all of these intellectual abilities. In addition, candidates and students

should be able to comprehend three-dimensional relationships and understand the spatial relationships

of structures.

e. Behavioral and Social Abilities: Candidates and students must possess the emotional health required

for full utilization of the intellectual abilities, the exercise of good judgment, the prompt completion of

all responsibilities attendant to the assessment and care of patients, and the development of mature,

sensitive and effective relationships with patients. Candidates and students must be able to tolerate

physically taxing workloads, adapt to changing environments, display flexibility, and learn to function

in the face of uncertainties inherent in the clinical problems of many patients. Compassion, integrity,

concern for others, interpersonal skills, interest and motivation are all personal qualities to be assessed

during the admissions and educational processes.

The Primary Care PA Program, along with all the other programs at Western University of Health

Sciences, shares a commitment to develop creative ways of opening the PA curriculum to competitive,

qualified disabled individuals. In doing so, however, the Primary Care PA Program must maintain the

integrity of its curriculum and preserve those elements deemed essential to educating candidates to become

effective physician assistants.

ADMISSIONS POLICIES AND PROCEDURES

Admission to the PA program is on a competitive basis and is open to citizens and permanent residents

of the United States. Western University is committed to admitting competitive, qualified disabled

individuals. For technical guidelines, please see above.

Application Requirements

The admissions committee will consider applicants with a minimum of a bachelor's degree from a

regionally accredited institution or who will complete their bachelor's degree before matriculation. The

minimum overall GPA required is 2.5 on a 4.0 scale and GPA of 2.7 on a 4.0 scale in all course work

listed as prerequisites for the PA program. Grades of "C-" in any of the prerequisite courses are not

accepted. Candidates should possess the oral and written communication skills necessary to interact with

patients and colleagues.

1. Prerequisite Courses:

College English and English Composition* (6 semester units, a full year sequence)

College Algebra (3 semester units)

Human Anatomy with lab** (3 semester units)

Human Physiology with lab** (3 semester units)

Microbiology with lab (3 semester units)

General or Inorganic Chemistry with lab (6 semester units, a full year sequence)

Psychology (General or Introductory only - 3 semester units)

Sociology (General or Introductory only - 3 semester units)

Humanities (9 semester units)

Introductory Statistics (3 semester units, preferably from the math or statistics department)

Spanish is strongly recommended.

Genetics is strongly recommended.

*Note: English prerequisites must be taken from the English department. English as a Second

Language (ESL) courses are not accepted for the English prerequisites.

**Note: Anatomy and physiology must be taken out of the anatomy, physiology, A&P, biology,

or zoology departments. If anatomy and physiology are combined, a minimum of five semester

units is required.

Advanced placement, transfer of credit, CLEP examination, or credit for experiential learning is not

recognized by the program as meeting these prerequisites.

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Introductory level courses in the sciences are not acceptable (i.e., courses taken in the sciences for non-

science majors).

Prerequisite courses must be transferable. Transferable courses are those designated for baccalaureate

credit by the college or university offering the courses.

2. Health Care Experience

Health care experience is not required. However, engagement in extracurricular or community

activities that reflect people or service orientation is considered essential. The extracurricular or

community activity does not need to be medical in nature.

Application Procedures and Deadlines

Beginning with the entering class of August 2002, the PA program will be participating in the first

central application service for physicians assistant programs. The Central Application Service for

Physician Assistants (CASPA) was created by the Association of Physician Assistant Programs (APAP) as

a service to applicants and member programs. CASPA will collect one set of materials from each

applicant. CASPA will then authenticate, photocopy, and distribute them to each member school an

applicant designates. Western University’s application deadline to apply to CASPA is November 1, 2002.

Applicants are considered without discrimination on the basis of race, color, national origin, age, or sex.

To request an informational brochure and/or information about the CASPA application, contact the

Office of Admissions or the CASPA office at:

Office of Admissions CASPA

Western University of Health Sciences apply@caspaonline.org

309 E. Second Street (240) 497-1895

Pomona, CA 91766-1854

(909) 469-5541

In addition to the CASPA application, applicants must submit a supplemental application. After the

CASPA application has been received, a supplemental application (provided by Western University) will

be sent to all applicants who meet the overall GPA of 2.5. However, this does not ensure that you will

meet our minimum prerequisite of 2.7 or that all prerequisite classes will be acceptable. A final evaluation

and calculation will be completed upon receipt of your supplemental application. The supplemental

application deadline for the class entering in August 2003 is 30 days after receiving notification to file a

supplemental application or February 1, 2003, whichever comes first. The supplemental application

consists of forms requesting additional information, one letter of reference, and a personal statement. A

non-refundable application fee of $45 must be submitted with the supplemental application materials. All

application materials must be returned as part of one supplemental application packet.

Applicants who wish to use course work completed outside of the United States must submit their

transcripts for evaluation to World Education Services, Josef Silny and Associates, Educational Credential

Evaluators, Inc., or International Education Research Foundation, Inc. In preparation for CASPA, a

course-by-course evaluation is required, and all course work must be designated as undergraduate,

graduate, or professional. Western University will only honor evaluations from the above services. The

evaluation must be submitted to CASPA.

Once the applicant's personal statement and file is reviewed, the applicant may be granted an on-

campus interview. During the interview process, the applicant meets individually with an interview team,

which may consist of the PA Program Director, PA Admissions Committee Chair, PA faculty, Dean of the

College of Allied Health Professions, University faculty, students, PA alumni, and community PAs. The

interviewers question the applicant regarding academics, personal preparedness and commitment to the PA

program and the PA profession. Interviewees are rated on a standard evaluation form relative to each of

these variables. After the conclusion of the interviews, the evaluation forms are reviewed by the PA

Admissions Committee, which decides to admit, deny admission, or place the applicant on an alternate list.

An applicant previously on the alternate list must reapply for admissions into the PA Program. The

Western University PA program does not accept transfer students, nor is admission to the program

deferrable. Decisions of the Admissions Committee regarding the admission of applicants to the Master of

Science in Physician Assistant Studies program are final. Candidates accepted to Western University must

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have a complete set of official transcripts mailed to the Admissions Office no later than July 1. For your

information, CASPA retains the original set of transcripts it receives from applicants.

Registration

First year students are required to register in person on the registration day specified in the University

Calendar or as otherwise directed by the Registrar. Failure to register on that day may be grounds for

dismissal. Full tuition and fees and all prior debts must be paid in full on or before registration day each

academic year. Matriculation is subject to the satisfactory completion of all academic requirements and

payment of all outstanding debts to the University. The receipt of a final transcript from an undergraduate

college and a physical examination with documentation of required immunizations prior to registration are

additional requirements for incoming students. Also, all students must show proof of current health

insurance coverage at the time of registration. This coverage must be maintained or in effect throughout

the academic year. If there is no proof of current coverage, a policy provided by the University is

available. Attendance at Orientation is mandatory for all incoming first-year students.

TUITION AND FEES

By action of the Board of Trustees, PA tuition and fees for the 2001-2002 academic year (subject to

change) are as follows:

$20,045 Tuition Annual

For PA applicants accepted at Western University, an entrance fee of $250

payable upon acceptance is applied to tuition.

$40 Student Body Fee, 1

year

Covers student council expenditures, social activities and public relations.

$20 Student Body Fee, 2

year

Other Fees and Expenses

$1900 Required and Recommended Texts

$45 Uniform Jacket/Patch, Name Badge

$1200 Diagnostic Equipment Kit

$30 (per day) Late Registration Fee

$40 Lost Mail Locker Key

$5 (each) Copy of Official Transcript

$10 (each) Copy of Official Transcript Faxed

$10 Lost ID Badge

$0.25 (per page) Copy of Student File Material

(replacement cost) Breakage Fee

ACADEMIC REQUIREMENTS

Academic Advisement

Students will be assigned a faculty advisor by the Dean upon matriculation. Advisement by faculty

should be viewed by the student as a part of the academic process. The student or faculty member may

seek a change of advisor/advisee. This request should be made to the appropriate Dean or Dean’s

designee. It is the student's responsibility to meet periodically with his/her advisor. A student on

probation must meet with his/her faculty advisor at least once a month.

Promotion

A student’s progress through the program is based upon successful completion of expected

competencies and demonstration of expected professional behaviors and attitudes. At the completion of

each phase of the program, before the student is allowed to progress to the next phase, the student’s record

of achievement is reviewed by the Program Chair and faculty.

The faculty determines if the student has demonstrated the knowledge, skills, and attitudes necessary to

be eligible to progress to the next phase.

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In special instances, the faculty may be convened at other than the scheduled times to consider cases

relating to unusual circumstances, such as probation or dismissal.

Promotion is defined as progression from one academic year to the next.

a. A student will be recommended to the Dean of the College of Allied Health Professions for

promotion by the Allied Health Student Academic Progress Committee.

b. A student may not be recommended for progression from one semester or phase to the next with any

outstanding grades of “I” or “U” on his/her academic record or with a semester grade point average of

less than 2.5. Grades of “D” must be remediated before progression to next phase.

c. When considering a student for promotion, professional, ethical, and personal conduct may also be

taken into consideration (as described under Probation, a-4).

d. A student will be promoted provided that all legal and financial requirements of the University as

stated in the University Catalogue have been satisfied.

Graduation

A student will be recommended for the Master of Science in Physician Assistant Studies Degree

provided he/she:

a. has completed at least two years of the Western University Primary Care PA program.

b. has been enrolled in the Western University Primary Care PA program during his/her final academic

year.

c. is not on probation and has completed all prescribed academic and clinical requirements with a

cumulative grade point average of at least 2.5 and has no outstanding grade of “D”, “I” or “U”.

d. has demonstrated no serious deficiencies in ethical, professional, or personal conduct, as defined in

Probation guidelines, which would make it inappropriate to award the degree of Master of Science in

Physician Assistant Studies.

e. has complied with all the legal and financial requirements of the University as stated in the

University Catalogue.

f. has attended in person and participated in the Commencement program at which time the Master of

Science in Physician Assistant Studies is conferred, unless special permission is received from the

President. If the President grants special permission to be excused from graduation, the graduate may

be required to present himself or herself to the Provost or appropriate Dean at a later date in order to

take the required oath (if relevant) to receive his or her degree.

g. is within one clinical rotation of completion of all requirements for graduation to be able to march

with his or her class in the graduation ceremony. At the discretion of the Dean of the College of Allied

Health Professions, an exception may be made for a student with an authorized leave during the Senior

year. No student will receive his or her degree until the student has completed all requirements for

graduation. Degrees will be dated as appropriate to completion date.

Probation

a. Probation is defined as a period of time specified by the Dean of the College of Allied Health

Professions during which the student's progress will be closely monitored by the Allied Health Student

Academic Progress Committee, faculty advisor and the Program Chairperson. In order to closely

monitor 2nd year students on probation, the PA program reserves the right to assign their clinical

rotations. A student will be recommended for probation for any of the following reasons:

1. Immediately upon receiving a course grade of "D" or "U" in any course.

2. A grade point average of less than 2.5 at end of the semester.

3. When directed to repeat a year for academic reasons.

4. Seriously deficient ethical, professional, or personal conduct.

Members of the faculty or administration will render a special report in writing to the Dean of the

College of Allied Health Professions regarding any student whose professional or personal conduct is

deemed unsatisfactory. Professional and personal conduct includes, but is not limited to, attendance,

cooperation with faculty, interest shown in assigned work, attitude toward fellow students and

associates and toward personnel of hospitals, approach to and interaction with patients, as well as

personal appearance appropriate to the circumstances.

The terms of probation for ethical, professional, or personal conduct will be specified at the time the

student is placed on probation.

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b. When a student is placed on probation, he/she will be notified in writing by the Dean of the College

of Allied Health Professions and the reasons will be stated. Notification must be by Certified mail or

hand-delivered and acknowledged by signatures of the student and the Dean of the College of Allied

Health Professions or his designee. Copies of the letter will be placed in the student's permanent file

and distributed to the Chairman of the Allied Health Student Academic Progress Committee and the

student's faculty advisor. The Allied Health Student Academic Progress Committee will ascertain when

the terms of the probation have been satisfied and recommend to the Dean that probation can be

rescinded.

c. A student on probation may not serve as an officer of any official University club or organization

and shall not engage in time-consuming extracurricular activities.

d. A 1st year student on probation must meet with his/her faculty advisor at least once a month. A 2nd

year student on probation must contact his/her Faculty Advisor once a month.

e. Students are removed from probation when the following occur:

1. After one semester, provided he/she has regained a semester grade point average of 2.5.

2. When all “D” or “U” grades have been satisfactorily remediated according to the Remediation

section of the Catalogue (below).

3. When the specified terms of probation for ethical, professional, or personal conduct are met.

4. When 2nd year students are on probation for a clinical rotation grade of “U”, they will be

removed from probation when they have met the terms of their probation.

Remediation

a. Every effort will be made to give each student ample opportunity to demonstrate competency in

each area of the academic program. However, remediation is to be regarded as a privilege that must be

earned by a student through an active participation in the educational program as demonstrated by

regular attendance, individual initiative, and utilization of resources available to him/her.

b. If a student receives a “D” or “U” grade in a course or has a semester grade point average of less

than 2.5, that student will be reviewed by the Allied Health Student Academic Progress Committee and

procedures for remediation by the Physician Assistant faculty will be recommended to the SAPC, who

in turn makes a recommendation to the Dean. In reviewing the student's academic deficiencies, the

following guidelines shall be used:

1. Educational objectives underlie remedial teaching and evaluation should be the same as the

educational objectives that underlie regular courses in the curriculum. Where deemed

appropriate, the Allied Health Student Academic Progress Committee, after consultation with the

course instructor and/or Physician Assistant Faculty, may recommend one or a combination of the

following options:

(a) Take a comprehensive examination (this option is not available if the original earned

grade is a “U”).

(b) Complete special projects or studies in the deficient area(s).

student cannot start Phase II or Phase III until the grade of “D” or “U” has been

remediated.

(d) Repeat the academic year.

(e) Dismissal from the University (see Dismissal section for criteria for this option).

2. Students receiving a “U” grade for a clinical rotation education/preceptorship will repeat the

entire rotation/preceptorship. The above a-d options do not apply to clinical education.

3. The grade achieved by remediation will be the grade recorded EXCEPT that the highest grade

a student may earn by options (a) or (b) is a grade of “C”. The grade achieved by remediation

will be recorded on the transcript beneath the original grade.

4. Grades earned during an attempted remediation of a course will be reviewed critically by the

Allied Health Student Academic Progress Committee and the Dean of the College of Allied

Health Professions. Failure to earn at least a “C” grade may result in dismissal from the

University or repeating the course.

5. Decisions regarding remediation will be made on an individual basis after considering all

pertinent circumstances in each case. The decision will be made by the Dean of the College of

Allied Health Professions Education, based upon the recommendation of the Allied Health

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Student Academic Progress Committee. The Allied Health Student Academic Progress

Committee will base its recommendation on the student's academic record and considerations

after consultation with the Physician Assistant Faculty Student Advisor, course instructor, and the

student.

6. Any student who is required to remediate a course will be notified in writing by the Dean of

the College of Allied Health Professions Education at least two weeks prior to the remediation

date (or within two weeks after the close of the academic year in which the student is presently

enrolled, whichever comes first). Notification must be by Certified Mail or hand-delivered to the

student and must be acknowledged with the signatures of the Dean of the School of Allied Health

Professions, or his designee, and the student.

c. Students who have been required by the Dean of the School of Allied Health Professions to repeat a

course(s) due to unsatisfactory grades (GPA) or in cases where there is a satisfactory GPA, but

deficiencies are noted which impedes promotion, the following criteria must be met to be eligible for

financial aid:

1. Full-time attendance recorded

2. Placed on at least one semester probation

3. Must be tested and graded

4. Close monitoring

It is the student's choice if he/she has made satisfactory progress such as GPA, but wants to audit only

to strengthen skills, as long as he/she is fully aware he/she will not be eligible to apply for any financial

aid. Students will be financially responsible for themselves until promoted by the Dean of the School of

Allied Health Professions.

Clinical Education/Preceptorship Remediation

Any student who receives a grade of “U” for a clinical education/preceptorship grade will be required

to repeat the entire clinical education/preceptorship. The student must complete all deficiencies for the

clinical education/preceptorship prior to completion of the program. The grade achieved by repeating the

rotation/preceptorship will be recorded on the transcript. Remediated grades are recorded below a grade

of “U.” Only the remediated grade is calculated into the G.P.A.

Remediation: Financial Aid Policy

If the student, at the end of the academic year, is still considered to be making unsatisfactory progress

and must remediate, he/she is removed from the list of Title IV and Title VII financial aid recipients.

Tutorial Assistance Program

A Tutorial Assistance Program (TAP) has been established to assist students experiencing academic

difficulty. Students will be recommended for this program by a faculty advisor or professor. Students may

self-identify to TAP to receive assistance. The tutors will be chosen on the recommendation of the faculty

in each discipline. For assistance, contact the Learning Enhancement and Academic Development Office.

Standards of Academic Progress

Good academic standing implies that a student has not been requested to withdraw and is not under

academic probation/suspension.

Academic performance encompasses those areas of knowledge and skills outlined in the section

entitled "Program Objectives". The level of attainment listed in these areas is that expected of graduates of

the program. However, students are expected to attain these goals as they progress through the Program

and certain patterns of attainment are expected along the temporal course of the curriculum.

All grading and evaluation is based on the student's ability to attain the competencies within the

objectives outlined for each area of study.

A student whose performance falls below the minimum acceptable standard(s) for any area of study

will be notified of such deficiency by the instructor of the course as soon as evidence of such sub-standard

performance is available.

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The following academic standards apply to students enrolled in the Primary Care Physician Assistant

Program. Academic performance is considered sub-standard and unacceptable if any one or more of these

standards are not met:

a. Phase I:

During Phase I (Didactic Phase), students must earn a grade of "C" or better in each course. All

“D's” or “U’s” will be remediated to a "C" (see Remediation Section). If a remediated grade of

"C" is not earned, the student may be dismissed or be required to repeat the entire course of study.

Students must maintain a GPA of 2.5 during Phase I. In addition, the following applies regarding

cumulative GPA:

1. Students whose GPA falls below 2.5 must meet with the department chairperson prior

to registration for the next semester.

2. Students whose GPA falls below 2.5 are not eligible for further registration unless

probationary status is granted by the Dean of the College of Allied Health Professions

Education.

3. Students will not be allowed to advance to Phase II (clinical education) until all

deficient grades are remediated.

4. First year students who receive a “U” in any course may only advance from one

semester to the next with special consent from the faculty.

b. Phase II:

Senior Seminar I, II and III Requirement

1. In Senior Seminar I and II, a grade of "C" or better must be earned. All "D's" will be

remediated to a "C". If a remediated grade of "C" is not earned, the student will be

required to repeat the entire course of study.

2. If a student receives a "U" in Senior Seminar I, he/she must repeat the course;

however, the student is allowed to progress to Senior Seminar II. If the Student receives

a "U" in Senior Seminar II, he/she must repeat the course, and he/she will not be able to

advance to Phase III.

3. If a student receives a “U” in Senior Seminar III, he/she must remediate to a “C”

grade.

c. Clinical Education Phase II and Phase III

Students’ progress through the program is based upon successful completion of expected

competencies and demonstration of expected professional behaviors and attitudes. If students fail

to meet the pre-designated clinical objectives, their academic achievements will be reviewed by

the PA faculty. The faculty and preceptors determine if students have demonstrated the

knowledge, skills and attitudes necessary to be eligible for progress to the next phase. Upon

eligibility, the faculty recommends advancement to the Allied Health Student Academic Progress

Committee.

If a student receives a grade of “U” in Phase II, he/she must repeat the rotation before advancing

to Phase III.

The Allied Health Student Academic Progress Committee and the Professional Conduct

Committee may be convened to consider cases relating to unusual circumstances.

Out-of-Area Clinical Education

Clinical Education that is greater than 180 miles in any direction from Western University, Pomona

Campus, is considered an out-of-area rotation clinical education. Permission for out-of-area rotations

clinical education is granted by the Clinical Education Coordinators and the PA Faculty.

To participate in out-of-area rotations, students must:

• Exemplify ethical and professional behavior throughout their didactic and clinical rotations

phase.

• Have a GPA of 3.0 from Phase I, receive a “B” or better on all preceptor assigned grades and

maintain a “B” or better in Senior Seminar I and II.

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• Provide the Clinical Education Coordinators with transportation and room and board for out-

of-area site visits.

• Sign a waiver releasing Western University from any responsibility regarding NCCPA Board

performance.

• Have confirmation of housing and travel arrangements available to the clinical coordinators

at the time of scheduling.

Clinical Rotation Education Assignment Appeal

A change in clinical rotation education assignment may be requested in writing by the student for the

following reasons:

a. After completing one week in the rotation, the student deems the rotation is not of high quality.

b. The student is requesting a change in a clinical rotation assignment for a specific month under a

preceptor not affiliated with the PA Program.

Completed paperwork requesting an upcoming rotation change must be submitted to the Clinical

Education Coordinators 60 days before the rotation is scheduled to begin. The student will be notified of

the approval/non-approval of the request within 24 hours.

Reassignment of Clinical Rotation Education

Any student who receives one or more “C’s” on a preceptor assigned grade for the clinical rotation,

may have the remainder of their clinical rotations reassigned by the Clinical Education Coordinators.

Rotational Clinical Education Observation

Any student who has been "deemed unsafe" may be placed in an observational mode for the remainder

of his/her rotation. A student may be placed in observation mode for one month only, then summary

suspension may occur. Summary suspension may be implemented instead of observation mode.

Personal Appearance

Personal appearance is extremely important in facilitating acceptance by other health professionals and

patients. The poor appearance of one individual is often generalized to the entire profession. Adherence

to the following dress code is, therefore, the responsibility of each student while in clinical training.

a. Primary Care Physician Assistant Program name tags/badges are to be worn at all times while on

campus, and at clinical rotation education sites.

b. Short white “intern” type jackets are required at all times, beginning with Phase II of the curriculum.

c. Female students may wear slacks or other appropriate dress. Modesty must be a consideration for

necklines and hemlines.

d. Shirt and tie are considered appropriate dress for male students when they are present in a setting

where patient contact can be expected. Students must receive the approval of the supervising

practitioner to wear “scrubs” during the rotation. The white coat must be worn over scrubs except

while in the surgical suite.

e. “Blue jeans” are NOT appropriate dress for either male or female students during the clinical

phases.

f. “Tennis Shoes”, “Joggers”, and other forms of athletic shoes are NOT considered appropriate attire.

g. Students should consider the image projected to the patient and others with regard to hairstyle and

length, beards, mustaches and jewelry.

Professional Conduct During Clinical Education

Professional and personal conduct includes, but is not limited to attendance, cooperation with

preceptors, interest shown in assigned work, attitude toward fellow students, associates and personnel of

hospitals and approach to and interaction with patients.

• Students will introduce themselves as physician assistant students.

• Students will wear their Western University identifying nametags when in a clinical setting at all

times.

• Students will be able to explain what a PA is concisely and confidently to patient(s) and staff.

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• Students who introduce themselves as a physician are subject to dismissal from the program.

• Students will not engage in any activity that may be construed as being unethical, immoral or

inconsistent with the practice of medicine.

Students breaching the Professional Conduct Policy will go through the following process:

The student will be required to have a student conference with the Program Chair and/or Clinical

Education Coordinators. The breach of conduct will be investigated and the student will be notified of the

results of the investigation. A verbal warning may be issued and/or a letter of unprofessional conduct may

be placed in the student’s file. A student may be placed in observational mode by the Program Chair

during the investigation, or may request that the student be summarily suspended during the investigation.

Academic Warning

The student who demonstrates unacceptable performance in any unit of study during any phase of the

program is notified of such performance by the Instructor of the course as soon as it becomes evident.

He/she is notified that continued poor academic performance can lead to academic probation and

dismissal.

Students whose performance is considered unacceptable as a result of not meeting the Standards of

Academic Progress will be placed on probation. The duration and conditions of the probationary period

will be recommended to the Dean of the College of Allied Health Professions on an individual basis by the

Allied Health Student Academic Progress Committee. The Committee may recommend remedial study

and/or repetition of a unit of study. This may result in extending the length of the program beyond 24

months. See, also, section on Probation, in the General Academic Policies and Procedures section for the

University.

a. Phase I: Students will be placed on academic probation as a result of "D” or “U" work in any unit

of study.

b. Phase II: Students will be placed on academic probation as a result of any of the following:

1. A final grade of "U" in any clinical rotation.

2. A final grade of “D” or “U” in Senior Seminar I and II.

3. Unacceptable performance on any component of clinical rotations education.

4. Receiving no credit in any of the Applied Clinical Projects.

c. Phase III: Students will be placed on academic probation as a result of any of the following:

1. Unacceptable performance in Senior Seminar III (the comprehensive examination.)

Students failing to achieve a passing score on the program comprehensive examination will be

required to demonstrate attainment of competencies related to the areas of deficiency through re-

evaluation. If the student has not attained the necessary competencies in the areas of deficiency

through re-evaluation, he/she may be required to complete a course of remedial study.

2. Less than “C” performance on any portion of the preceptorship grades.

3. Students will not be allowed to graduate until all competencies have been achieved.

Attendance

Attendance is expected for all lectures, classes, and academic-related activities. The individual faculty

members will make their own policy about attendance in their syllabus. It is required that students observe

the following policy:

a. Absences

1. All

unanticipated absences due to illness, accident, or other unexpected events must be

reported to the program within 24 hours.

2. Absences requested for physician/dentist appointments for student or dependents will be

considered only if requested in advance of the appointment. Due to the intense nature of the

curriculum, students are strongly encouraged to schedule appointments for evening and Saturday

hours to avoid class conflicts.

3. All anticipated absences for any reason, regardless of length, must have the prior approval by

the faculty.

All requests for anticipated absences must be submitted in writing at least two weeks prior to the

proposed absence. Requests will be considered on an individual basis and written notification of

approval or disapproval will be provided to the student within one week of receipt of request.

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4. Students in clinical education/preceptorship are responsible for notifying both their

supervising physician(s), and the Physician Assistant program, regarding all absences whether

anticipated or unanticipated. Prolonged absences require notification each day to preceptors and

the program.

5. When an absence is the result of a sudden unavoidable circumstance, the program should be

notified as soon as possible and provided with an explanation for the absence.

6. Clinical rotation education/preceptorship absences and tardies will be made up at the

convenience of the preceptor or the program.

7. Five or more absences from a clinical rotation education can result in any of the following:

(a) repeat the entire rotation

(b) make up days assigned at the convenience of the preceptor

Confidentiality of Medical Record and Health History Information

All data gathered about the patient and his/her illness, including all items within a patient's medical

history is privileged information.

a. Students should not discuss a patient's records in a manner or a situation that would reveal any

information about that patient or his/her records to persons not involved in his/her health care.

b. Charts or contents, e.g., lab reports, etc., are not to be removed from the hospital or clinical setting.

Patient Records - Physician Review and Countersignature

On each clinical rotation education, it is the student's responsibility to insure that ALL patients seen by

the student are also seen by the supervising practitioner. The supervising practitioner should also review

all student notes written in medical records and countersign these documents. Countersignatures should be

obtained before the patient is released on outpatient and in patient rotations.

Under no circumstances should a student initiate orders for any patient on any clinical educational

rotation without immediate physician consultation and countersignature. In addition, under no

circumstances should a student sign medical drug orders.

Under no circumstances should a student accept samples from pharmaceutical representatives on behalf

of the preceptor or himself.

These guidelines must be strictly adhered to for the student's protection and the protection of the patients

seen by students. Violation of these policies are viewed as transgressions in professional and/or academic

standards.

Falsifying a patient’s exam findings or record is considered a breech of professional conduct.

Title Identification/Representation

Role and title confusion are common problems encountered in dealing with patients, e.g., some patients

identify all those wearing short white coats as physicians. Students should be aware of this problem and

avoid misrepresentation by politely explaining their role and position.

a. In professional interactions with patients and others, a student should introduce himself or herself as

a "physician assistant student" using the title of Mr. or Miss, Mrs., or Ms.

b. Students should use the designation, "P.A.-Student" (PA-S), following all notations in charts,

records, and other medical forms.

Dismissal Recommendations

A student may be subject to dismissal from the program for substandard academic or professional

performance, as follows:

a. Students who earn two or more "D's”, “U's” or a combination of one “D” and one “U” throughout

the 24-month program may be dismissed from the program.

b. Lack of professional attributes considered appropriate for continuance in the program and

profession.

c. Any event that could result in either academic or professional probation for a student currently on

academic or professional probation.

d. Violation of the terms of probation.

e. Presenting him/herself as a physician.

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Examination Policies

a. Students are not to communicate in any way during the examination and are to face the front of the

classroom at all times.

b. During scheduled examination hours, students are highly discouraged from going to the bathroom,

but will be allowed to go one at a time. The student will be required to turn in the exam and scantron

sheet as he/she goes to the bathroom.

c. Once a student finishes an exam, the student will turn in the exam and the scantron form to the

proctor, and after he/she leaves the examination room, he/she will not be permitted to re-enter the room

until the exam is declared over.

d. All students' belongings, i.e., notebooks, calculators, and headsets, etc., will be kept in front of the

room.

e. Questions will be answered at the discretion of the proctor during the examination period. Students

should be permitted to point out typographical or other errors present in the examination to the proctor.

f. Alternate seating shall be utilized for all examinations unless precluded by space availability.

g. Students are not to communicate in any way during the examination, are not to look at any other

student’s examination paper, and are to face the front of the classroom at all times. All pagers, cellular

phones, etc. are to be turned to vibrate mode

h. Violations of these examination policies and of Standards of Academic and Social Conduct will be

brought before the Student Conduct Committee.

i. The course instructor sets the date of assignments, midterms, and final examination. All tests and

assignments are to be taken as indicated in the course syllabus. Examination dates can only be changed

by the instructor after reviewed and approved by the department chair.

Evaluation and Grading

a. General: The degree of competency expected of all program graduates upon completion of the

professional curriculum is defined by the "Functions and Tasks of Physician Assistant Graduates". The

curricular components of the program are designed so that students' work toward achievement of these

competencies is measured via written and practical examinations and by evaluations of clinical

performance and professional development. Specific behavioral objectives have been defined for each

curricular component to assist the student and the program faculty in evaluating the degree of

attainment of these expected competencies throughout the 24-month curriculum.

b. Evaluation Methods: Overall student performance is evaluated differently during each phase using

one or a combination of the following methods:

1. Written examinations: Written examinations will vary based on the content of the individual

course. A combination of single answer multiple choice, matching, True/False, short answer,

essay and patient management type questions are used.

2. Practical or Laboratory Examinations: In selected courses, students will be observed obtaining

histories or performing physical exam components on simulated patients. They may also be

asked to "problem solve" based on a patient database. At times, they will be evaluated on their

ability to perform laboratory tests.

3. Student Presentations: Students may be asked to orally present individual or group projects,

patient cases, research papers, etc. These oral presentations may or may not be accompanied by a

written report.

4. Written reports: At various times, students will be evaluated on written reports of assigned

topics, written histories, physicals, discharge summaries, research papers, etc.

5. Professional Development Assessments: Assessments of each student's academic, professional

and interpersonal growth and development are shared with them on an individual basis

periodically during each phase of training.

6. Clinical Evaluations: Supervising preceptors are asked to assess the student's level of

attainment of competencies related to selected parameters within the domains of knowledge, skills

and attitudes, and to evaluate the student's overall performance while on clerkship. Evaluation

forms, which incorporate these areas to be evaluated, are utilized.

Students are responsible for securing these evaluations from the supervising preceptor(s) on

each rotation and ensuring that they are completed and returned to the program office in a timely

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fashion. Preceptors are encouraged to discuss the student's performance and progress throughout

the rotation with him/her and to discuss the final evaluation prior to completion of the rotation.

Since the clinical evaluation is an essential part of the overall assessment of the student's

performance on a given rotation, course grades will not be computed without it. Students who

fail to obtain clinical evaluations prior to the end of the respective clinical rotation will be given a

grade of incomplete "I" for that clinical course. Courses with incomplete grades must be

completed prior to advancing to preceptorship (Phase III).

Clinical evaluation forms become a part of the student's academic profile record. Students are

required to sign each evaluation and are encouraged to sign at the time the evaluation is discussed

with the supervising preceptor. Students are provided copies of all their clinical evaluations when

these are submitted by the preceptor to the program.

7. Patient Write-ups: Students on clinical rotations are required to submit a minimum of one

patient write-up each month in the S.O.A.P. format. The chosen case must represent conditions

listed in the objectives for each module. The write-ups are due in the PA Program Office on or

before the last day of the clinical rotation.

8. Literature Review: Students can be requested to review current literature and complete a

critique. The critique will be evaluated on content, validity, clarity and clinical relevance.

9. Final Comprehensive Examination: A comprehensive examination is administered during the

Senior Seminar III and serves as a summative examination. This examination evaluates the

student's accumulated knowledge and skills while familiarizing him/her with the format of the

certification examination. Like the NCCPA certification examination, this examination consists

of a written multiple choice exam including questions on clinical skills competency.

10. Grade Reports: Official grades are turned in to the Registrar from the Dean of Allied Health

Professions, at which time the online student records system, BanWeb, is updated. Official grade

reports and unofficial transcripts will be available on the BanWeb student records systems

throughout the academic year. For more information on how to access the BanWeb student

records system, visit the Registrar’s website at http://www.westernu.edu/registrar.

Due to the nature of the clinical curriculum, i.e., variable duration and sequencing of clinical

courses education, course completion dates rarely coincide with traditional grading periods.

In these cases when final grades are not available at grade reporting time beyond the control of

the student and/or program, a grade of “M” is submitted to the Registrar in lieu of the course

clinical education grade. “M” grades are entered on the grade reports and are converted to

student achieved grades at the earliest possible opportunity.

An up-to-date summary of student performance is maintained in the Program Office Files and

is available to each student for his/her review.

11. Review of Examinations: Examinations are graded as soon as possible and one examination

is kept on file for student review.

12. Grading Scale: Final course grades are given based upon the traditional 4-point letter system,

as follows:

Grade Points

A 90% - 100% 4

B 80% - 89% 3

C 70% - 79% 2

D 65% - 69% 1

U Less than 64% 0

Cr/NCr 0

I Incomplete 0

M Missing 0

13. Clinical Rotation Education Grading Criteria: The Clinical Education grade is based on the

student’s singular performance as assessed by the preceptor, the student’s patient write-up, and

rotation exam.

1. Students are required to earn a final course grade of “C” or better in each clinical

rotation. Students cannot earn two or more “U’s” or “D’s” or a combination of one “D”

and one “U” throughout the entire 24 months of the program. Students will not be

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allowed to advance to Phase III (Advanced Clinical Preceptorship) until all deficient

clinical rotation Education grade(s) are completed/remediated. Remediation will delay

the student’s progress to preceptorship and extend the program completion date.

The following applies regarding Cumulative GPA:

a. Students whose GPA falls below 2.5 must meet with the Program Chair prior

to registration for the next semester.

b. Students whose GPA falls below 2.5 are not eligible for further registration

unless probationary status is granted by the Dean of the College of Allied

Health Professions.

c. Students participating in Out-of-Area Rotations Clinical Education must

maintain a cumulative GPA of 3.00 in all preceptor assigned grades and Senior

Seminar I and II. The program may revoke the privilege of the Out-of-Area

Rotation Clinical Education if the student’s GPA falls below a 3.00.

2. To receive a complete grade for each clinical rotation education, all assigned

documents must be submitted to the PA Department, Pomona campus:

a. Time Records

b. Monthly Schedules

c. Returned Preceptor/Site Evaluation Form

Failure to submit items a and b and c at the end of each month will result in a grade of

Incomplete (I).

14. Preceptorship Grading Criteria Phase III: Advanced Clinical Preceptorship grades is are

based on the student’s performance as assessed by the preceptor and the student’s patient write-

up.

1. Students are required to receive a grade of “C” or better on their preceptorship

evaluation. The preceptor is responsible for evaluating the student's performance

monthly during the preceptorship. Students will be evaluated on the basis of their

clinical medical knowledge, diagnostic skills and treatment plans, as well as their

motivation, willingness to accept responsibility and interaction with patients, staff and

supervisors. It is the student’s responsibility to ensure that the preceptorship evaluation

entitled THE STUDENT PERFORMANCE FORM, (3) are returned to the program by

the last day of each month.

2. The following documents must be submitted in order to receive a final grade:

a. Time Records/Monthly Schedules

b. Returned Preceptor/Site Evaluation Form.

c. Final resume by July 31st.

Failure to submit items a-c will result in a grade of Incomplete (I).

Appealing a Course Grade

No course grade will be changed unless the instructor certifies in writing to the Registrar that an error

in computing or recording the grade occurred. If the student believes there is just cause to dispute a grade

for a course, the procedure is as follows:

Make an appointment to talk to the course instructor(s) who issued the grade. Upon written request

from the student, the course instructor(s) shall review the case with the student and a decision shall be

made by the course instructor to affirm or modify the grade. Within ten (10) working days, the course

instructor shall notify the student in writing of the decision. A copy of the letter shall be sent to the student

and the Department Chair of the PA program.

Upon written request from the student, the Department Chairperson shall review the case with the

instructor(s) and a decision shall be made by the course instructor(s) to affirm or modify the grade. Within

seven (7) working days, the Department Chairperson shall notify the student in writing of the decision. A

copy of the letter shall be sent to the appropriate course instructor(s). The course instructor(s) has the sole

responsibility to make the official grade change.

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If the student is not satisfied with the outcome of the grade dispute procedure by the Department

Chairperson, the student may then appeal in writing to the Dean of the College of Allied Health

Professions within five (5) working days. The Dean of the College of Allied Health Professions shall

review the case with the student, Chairperson of the PA program and the course instructor(s) and a

decision shall be made by the course instructor(s) to affirm or modify the grade. Within seven (7) working

days the Dean shall notify the student in writing of the decision. A copy of the letter shall be sent to the

appropriate course instructor(s) and Chairperson. The course instructor(s) has the sole responsibility to

make the official grade change. Within five (5) working days following written notification to the student

of the action of the Dean of the College of Allied Health Professions, the student may appeal the decision

in writing to the Executive Vice President for Academic Affairs/Chief Academic Officer (CAO). Upon

written request from the student, the Executive Vice President for Academic Affairs/CAO shall review the

case and, within seven (7) working days, shall issue a decision in writing to the student, which may affirm,

modify, or reverse the previous action. A copy of that letter shall be sent to the Dean, and other

appropriate individuals. The decision of the Executive Vice President for Academic Affairs/CAO will be

final.

The student may remain in class or on clinical rotations pending the outcome of appeals, except in

cases of summary suspension, and except when the Executive Vice President for Academic Affairs/CAO

has suspended the student or has otherwise determined that it is inappropriate for the student to remain in

class or participate in clinical rotations, consistent with the appealed decision of the Dean of the College of

Allied Health Professions.

Appealing a Clinical Education Grade

Any student who has a dispute with a grade that was assigned by their clinical preceptor, will utilize the

following appeal process:

Contact the Clinical Education Coordinators, and notify them in writing of their concerns in reference

to their clinical performance grade.

The Clinical Education Coordinators will contact the preceptor to schedule a meeting to discuss the

student’s grade. The grade may or may not be re-assigned contingent upon the information that is gathered

by the Clinical Education Coordinators. The student will be notified in writing by the Clinical Education

Coordinators of the outcome. If the student does not agree with the outcome of the investigation, he/she

may appeal this decision to the Department Chair. If the student does not agree with the Department

Chair’s decision, the student has the right to appeal to the Dean of the College of Allied Health

Professions. (See the Appeal Process in Appealing a Course Grade)

Communications

Lockers: To improve the communication network and to foster student-staff and student-student

interchanges, lockers are located in the Health Sciences Center Student Commons. Students are expected

to follow the guidelines below in checking their lockers and will be held accountable for absences at

activities announced via the locker system. In the event that time constraints necessitate quick dispersal of

information, the program will disseminate this information via the U.S. Postal Service or through

telephone communication.

a. Each student will be assigned one locker.

b. During any portion of the program for which the student is present in the Physicians Assistant

Program on a daily basis, i.e., lecture series, he/she should check his locker and e-mail daily.

c. During Phase I of the program, each student should check his/her locker daily and electronic mail.

d. During Phase II & III of the program, correspondence from the program will be mailed to the

student either traditional mail or electronic mail.

e. During any portion of the program for which the student is out of town, e.g., remote clinical site,

holidays, correspondence from the program will be mailed or electronically mailed to the student.

Telephone:

a. During the course of the program, it is frequently necessary for members of the program staff to

contact students regarding scheduling and re-scheduling of classes, meetings, and other program

events, etc. Each class is responsible for developing a telephone communication network to include

names and home phone numbers for each member of the class. This "chaining" is utilized to

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communicate last minute changes, announcements, etc. Each student is responsible for advising the

program departmental secretary of telephone number changes as soon as they occur.

b. Use of the program telephones is allowed only in emergency situations or with special permission

from the program faculty or staff; students are not to make or receive personal calls on the office

telephones.

c. Pagers and cell phones must be in silent/vibrate mode during all class times and examinations.

Returning from Leave of Absence While in Phase II or Phase III

A student returning from a leave of absence of 3 months or more is required to complete one ½ day

review session (arranged by the clinical education department). The review session must be completed

successfully before continuing with clinical education.

Student must:

a. Demonstrate proficiency performing

1. Complete Physical Exam

2. POP with a SOAP Note

b. Review the following videos:

Universal Precautions

Sterile Techniques

A second session may be scheduled if deficiencies are noted by the faculty.

Children in the Classroom/Labs

The PA classroom is an environment for enhanced learning and should be free from unnecessary

distraction. For this reason, children are not permitted in the classroom during examinations, no

exceptions.

During the Pediatrics Course children will be invited to class to participate in the pediatric workshop.

Student Academic Progress Committee

a. The Student Academic Progress Committee is comprised of department chairs and faculty members

of the College of Allied Health Professions.

b. Each year, the Student Academic Progress Committee shall periodically review the academic

achievements and the performance of all students. The names and grades of students in academic

difficulty shall be made available to the Student Academic Progress Committee by the department

chairs and faculty members.

c. After reviewing the student's achievement and performance records, the Student Academic Progress

Committee may recommend to the Dean of the College of Allied Health Professions any of the

following courses of action for a student: promotion, probation, remediation, dismissal from the

College, psychological and educational assessment and recommendation, or no action.

d. The Student Academic Progress Committee also has the responsibility of recommending to the

faculty, as a whole, the awarding of the Master of Science degree upon satisfactory completion of all

requirements for graduation as stated in the University Catalogue.

e. All recommendations of the Student Academic Progress Committee shall be in writing to the Dean

of the College of Allied Health Professions, who will make the information available to the student.

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CURRICULUM ORGANIZATION

PHASE I

First Semester

Year I Students

Course # Title Sem. Hours

PA5005 Medical Terminology 1 (Cr/NCr)

PA5010 Structure & Function I 4

PA5020 Clinical Skills I 3

PA5030 Physical Assessment I 3

PA5040 Health Promotion/Disease Prevention I 3

PA5050 Introduction to Adult Medicine & Pathophysiology I 5

PA5060 Pharmacology and Therapeutics I 3

PA5070 Psychosocial Dynamics 3

Total 25

Second Semester

Year I Students

Course # Title Sem. Hours

PA5011 Structure & Function II 4

PA5021 Clinical Skills II 3

PA5031 Physical Assessment II 3

PA5041 Health Promotion & Disease Prevention II 2

PA5051 Introduction to Adult Medicine & Pathophysiology II 5

PA5061 Pharmacology and Therapeutics II 3

PA5100 Pediatrics 3

HSCI5206 Research Methods II 3

Total 26

Third Semester

Year I Students

Course # Title Sem. Hours

PA5110 OB/GYN 3

PA5120 Geriatrics 3

PA5130 Emergency Medicine 3

PA5140 Professional Roles & Responsibilities 3

PA5160 Health Care Delivery System 3

Total 15

PHASE II

Fourth Semester

Year II Students

Course # Title Sem. Hours

PA6020 Senior Seminar I 3

### Clinical Rotations I (4) 12

PA6970 Applied Clinical Project I 1

Total 16

Fifth Semester

Year II Students

Course # Title Sem. Hours

PA6030 Senior Seminar II 3

### Clinical Rotations (4) 12

PA6980 Applied Clinical Project II 1

Total 16

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PHASE III

Sixth Semester

Year II Students

Course # Title Sem. Hours

PA6040 Senior Seminar III 2

PA7900 Advanced Clinical Preceptorship 9

PA6990 Applied Clinical Project III 7

Total 18

COURSE DESCRIPTIONS

PA 5005 Medical Terminology (1 credit hour, Cr/NCr)

This course is designed to provide a framework for building a comprehensive medical vocabulary. The

basic techniques of medical word building will be used to enhance appropriate use and spelling of medical

terms in oral and written presentations.

PA 5010 Structure and Function I (4 credit hours)

An integration of sciences: anatomy, physiology, and biochemistry as they contribute to the

understanding of clinical medicine. This course is correlated to the Introduction to Adult Medicine course.

PA 5011 Structure and Function II (4 credit hours)

Continuation of PA 5010.

PA 5020 Clinical Medical Skills I (3 credit hours)

This practical course exposes the physician assistant student to basic clinical skills used in the primary

care office. Skills include, but are not limited to, venipuncture, universal precautions, suturing, casting and

sterile procedures.

PA 5021 Clinical Skills II (3 credit hours)

Continuation of PA 5020.

PA 5030 Physical Assessment I (3 credit hours)

This course is designed to provide students with fundamental cognitive knowledge of interviewing,

formulating write-ups and physical assessment techniques. Students also learn how to analysis data and the

formulation of a therapeutic plan based on the health history, and physical examination. This course is

correlated with the Introduction to Adult Medicine.

PA 5031 Physical Assessment II (3 credit hours)

Continuation of PA 5030.

PA 5040 Health Promotion and Disease Prevention I (3 credit hours)

This course stresses the principles of wellness including detailed discussions of nutrition, exercise,

alcohol and tobacco as they relate to culturally diverse patient populations.

PA 5041 Health Promotion and Disease Prevention II (2 credit hours)

Continuation of PA 5040.

PA 5050 Introduction to Adult Medicine and Pathophysiology I (5 credit hours)

This course represents an introduction to clinical adult medical and surgical disorders as well as

pathophysiology from a primary health care perspective. This course is correlated with structure and

function, pharmacology, and physical assessment. It also incorporates signs, symptoms, differential

diagnosis, laboratory diagnosis and treatment modalities for selected disciplines.

PA 5051 Introduction of Adult Medicine and Pathophysiology (5 credit hours)

Continuation of PA 5050.

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PA 5060 Pharmacology and Therapeutics I (3 credit hours)

This course stresses the principles of drug action and is correlated with the system orientation of the

"Introduction to Adult Medicine." Current aspects of drug therapy are studied with particular emphasis on

the activity.

PA 5061 Pharmacology and Therapeutics II (3 credit hours)

Continuation of PA 5060.

PA 5070 Psychosocial Dynamics (3 credit hours)

This course provides students with the necessary skills to diagnose and treat common mental health

disorders seen in an ambulatory family practice population. It also provides the students with information

that enable them to factor "humanity" into their assessment, diagnosis and intervention strategies. The

course also includes modules on family structure and functioning, the dynamics of aging, death and dying,

and human sexuality.

PA 5100 Pediatrics (3 credit hours)

This course will provide the primary care physician assistant student with an introduction to the basic

principles of pediatrics. This pediatric course will provide the students with the basic cognitive skills

required to obtain and perform an appropriate newborn, pediatric and adolescent history and physical.

PA 5110 Obstetrics/Gynecology (3 credit hours)

This course is designed to introduce the PA student to the fundamental principles and practice of

obstetrics and gynecology and the unique physical and emotional health care needs of female patients.

Emphasis will be placed on the pathophysiology, etiology, management and prevention of clinical

problems that transpire in a woman's life cycle from infancy through menopause. Students will also learn

the essential details of the OB-GYN clinical evaluation and strategies in the diagnosis and treatment of

common OB-GYN medical, surgical, and obstetric disorders of women.

PA 5120 Geriatrics (3 credit hours)

This course introduces the students to all aspects of geriatrics. The course provides a framework for

common geriatric illness, diseases, diagnoses and treatment. It discusses normal and pathologic changes of

aging. It explores health care financing for the elderly. Common ethical and legal issues in caring for the

elderly are discussed.

PA 5130 Emergency Medicine (3 credit hours)

This course emphasizes assessment skills in emergency medicine. It would provide students with an

overview of emergency medicine, history and physical examinations. The course will introduce current

diagnosis and treatment for commonly encountered medical emergencies. The student should be able to

develop a working knowledge and framework for the evaluation and treatment of common medical and

surgical procedures.

PA 5140 Professional Roles and Responsibilities (3 credit hours)

This course examines the different professional roles that can be assumed by a physician assistant. Also

included are discussions of the laws in which PA's are required to follow to practice medicine and the

health care delivery system.

PA 5160 Health Care Delivery Systems (3 credit hours)

This course will introduce the student to the current models of health care delivery systems utilized

within healthcare. It will also identify the roles of a PA within the current health care delivery systems.

HSCI 5206 Research Methods II (3 credit hours)

The purpose of this course is to introduce students to a variety of research methodologies. Included will

be historical studies, case studies, observational studies, the survey, quasi-experimental designs, and

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experimental designs. Generalizability issues and validity/reliability issues related to research are

presented. HPE 5106 or its equivalent is a prerequisite for this course.

PA 6020 Senior Seminar I (3 credit hours)

Senior Seminar consists of a series of examinations and discussions. Clinical skill problems, case

presentations, and problem oriented physical examinations are used as teaching tools to help the physician

assistant student understand his/her role as a practicing PA.

PA 6030 Senior Seminar II (3 credit hours)

Senior Seminar II consists of a series of examinations and discussions. The purpose of the course is to

further develop the physician assistant student's clinical skills and test-taking abilities.

PA 6040 Senior Seminar III (3 credit hours)

Senior Seminar III consists of a comprehensive examination and a problem oriented physical. The

purpose of the course is to further develop the physician assistant students' clinical skills and prepare for

the National Certification examination.

PA 6970 Applied Clinical Project I (1 Credit Hour, Cr/NCr)

Preparation of a clinical project, under the supervision of a member of the PA faculty, that will be

completed and presented in PA 6990.

PA 6980 Applied Clinical Project II (1 Credit Hour, Cr/NCr)

Continuation of PA 6970.

PA 6990 Applied Clinical Project III (7 credit hours, Cr/NCr)

In this course, the student presents the Clinical Project in partial fulfillment of requirements for the

degree of Master of Science in Physician Assistant Studies.

PA 7010 Family Practice I (3 credit hours)

A clinical rotation that provides students with experience in a primary health care setting and will focus

on medical problems most commonly encountered by a family practitioner and certified physician

assistant.

PA 7020 Family Practice II (3 credit hours)

This rotation is an extension of the Family Practice I experience and will permit students to extend their

experiences in primary health care. Students may elect to return to the site of their initial family practice

rotation or select a second type of primary care experience including such opportunities as migrant, or

Indian Health Service activities.

PA 7030 Internal Medicine (3 credit hours)

A clinical rotation that provides students with the opportunity to diagnose, manage, and treat patients in

an in/out patient setting. The student will participate in the direct care of patients including initial

interview, physical examination, hospital rounds, clinical conferences and management decision sessions.

PA 7040 Emergency Medicine (3 credit hours)

Students obtain experience in the management of acute medical and surgical care with an emphasis on

the development of skills required to treat life-threatening illness and injury.

PA 7050 Urgent Care (3 credit hours)

Students obtain experience in the management of acute medical and surgical care with an emphasis on

the development of skills required to treat non-life-threatening illness and injury as well as triage and

assess true emergent cases.

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PA 7060 Pediatrics (3 credit hours)

Students gain knowledge in the care of infants and children, including an understanding of normal

development, and the recognition and management of common childhood illness, immunization updates

and patient education opportunities.

PA 7070 Obstetrics and Gynecology (3 credit hours)

Students learn about women's health issues: preventive care, prenatal care and post natal care, current

contraceptive technology, and medical therapeutics which aid in the well being of the female patient.

PA 7080 General Surgery I (3 credit hours)

Students are involved in the direct care of patients undergoing surgery including both pre-surgical

evaluation and post-surgical maintenance. Students may select either in-patient or out-patient surgical

settings.

PA 7090 Public Health (3 credit hours)

This rotation provides the students with an insight into epidemiology and how various public health

agencies play a significant role in health promotion and disease prevention.

PA 7110 Community Medicine Service (3 credit hours)

This rotation provides experience in community health. It exposes students to common problems seen

in family medicine as well as conditions seen in public health. This allows the student to understand how

community clinics play a significant role in health promotion and disease prevention.

PA 7120 Neurology (3 credit hours)

This rotation provides the student with the opportunity to learn initial diagnosis, differential diagnosis,

work-up and follow-up of inpatients with new or complicating neurological problems.

PA 7500 Extended Core Selectives (3 credit hours)

Students can pursue additional experience in a variety of clinical specialties and sub-specialties or they

can extend their knowledge by repeating one of the required clinical rotations. Repeatable for a maximum

of 6 credit hours. Repeating the same decimal subdivision is not permitted, except for PA7500.99.

PA 7500A Orthopedics

PA 7500B Oncology

PA 7500C Family Practice III

PA 7500D Infectious Disease

PA 7500E Cardiology

PA 7500F Cardiothoracic Surgery

PA 7500G Geriatrics

PA 7500H General Surgery II

PA 7500J Rheumatology

PA 7500K Endocrinology

PA 7500L Dermatology

PA 7500M Occupational Medicine

PA 7500N Trauma Surgery

PA 7500P Psychiatry

PA 7500Q Otolaryngology

PA 7500R Directed Research/Independent Study

PA 7500Z Other

PA 7900 Advanced Clinical Preceptorship (9 credit hours)

Advanced Clinical Preceptorships prepare the second year PA student for the transition from student to

primary care practitioner. This course is three months in length and provides the student with valuable

patient management data while also emphasizing continuity of care.

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HONORS AND AWARDS

The following are presented on Honors Day:

Dean's Award

PA Class President Award

PA Class Morale Award

PA Class Award

Joseph and Dorothy Gendron Journalism Award

Western University PA Service Award

The President's Society Award

Linda Fox Memorial Endowment Fund Award

Guy M. Allmon Scholarship Fund Award

The following are presented at graduation:

Dean's Award

PA Class President Award

PA Class Morale Award

PA Class Award

Western University PA Service Award

Blake Award of Academic Excellence

Martha Medina Memorial Award

The Bertha Oliver Memorial Award

Andrea J. Reina Memorial Award

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ACADEMIC CALENDAR

2002-2003

PA PROGRAM

Aug. 5-9, 2002

Orientation/Registration

Monday, Aug. 5, 2002

Fall Semester Tuition Due (1

years)

Saturday, August 10, 2002

Convocation/White Coat Ceremony

Monday, August 12, 2002

Classes begin (1st year)

Monday, Aug. 26, 2002

Fall Semester Tuition due (2

years)

Sunday, September 1, 2002

Rotations begin (2nd year)

Monday, September 2, 2002

Labor Day - No Class

Monday, October 14, 2002

Columbus Day - No Class

October 17-20, 2002

CAPA Convention - No Classes

Wednesday, November 27, 2002

Thanksgiving recess - Noon

Monday, December 2, 2002

Classes Resume

Friday, December 13, 2002

Last Day of Lectures for Fall Semester

December 16-20, 2002

Finals Week

Monday, December 23, 2002

Winter Recess

2003

Monday, January 6, 2003

Classes Resume

Friday, Jan. 31, 2003

Spring Semester Tuition Due (1

years)

Monday, January 20, 2003

Martin Luther King Day - No Classes

Monday, February 17, 2003

President's Day - No Classes

Tuesday, Feb. 18, 2003

Spring Semester Tuition due (2

years)

Monday, March 17, 2003

Spring Break Begins

Monday, March 24, 2003

Classes Resume

Monday, April 14, 2003

Honor's Day

Friday, May 9, 2003

Last Day of Lectures for Spring Semester

May 12-16, 2003

Spring Semester Finals

TBA

Graduation

Monday, June 2, 2003

First Day of the Summer Session

Friday, July 4, 2003

Independence Day - No Classes

Friday, August 1, 2003

Last Day of Summer Semester

THE PHYSICIAN ASSISTANT OATH

I pledge to perform the following duties with honesty, integrity, and dedication, remembering always

that my primary responsibility is to the health, safety, welfare, and dignity of all human beings:

I recognize and promote the value of diversity and I will treat equally all persons who seek my care.

I will uphold the tenets of patient autonomy, beneficence, non-maleficence, justice, and the principle of

informed consent.

I will hold in confidence the information shared with me in the course of practicing medicine, except

where I am authorized to impart such knowledge.

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I will be diligent in understanding both my personal capabilities and my limitations, striving always to

improve my practice of medicine.

I will actively seek to expand my intellectual knowledge and skills, keeping abreast of advances in

medical art and science.

I will work with other members of the health care team to assure compassionate and effective care of

patients.

I will uphold and enhance community values and use the knowledge and experience acquired as a PA

to contribute to an improved community.

I will respect my professional relationship with the physician and act always with guidance and

supervision provided by that physician, except where to do so would cause harm.

I recognize my duty to perpetuate knowledge with in the profession.

These duties are pledged with sincerity and on my honor.

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College of Graduate Nursing

Master of Science in Nursing/Family Nurse Practitioner Program

Master of Science in Nursing Track

Post-Masters Family Nurse Practitioner Track

Advanced Practice Nurse to Family Nurse Practitioner Track

ACCREDITATION

The programs of the College of Graduate Nursing are California Board of Registered Nursing approved

and accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates are eligible to

apply for state certification and to sit for the appropriate national certification examinations.

MISSION

The Western University College of Graduate Nursing (CGN) has established a community for learning

that offers bachelor-prepared nurses an opportunity to expand their education through a web-based Master

of Science in Nursing and Family Nurse Practitioner certificate program in preparation for providing

primary health care for their community. The CGN faculty members foster excellence, creativity,

innovation, self-reflection, personal and professional accountability, collaboration, cultural sensitivity, a

passion for caring, leadership, and lifelong scholarship through a mentoring relationship with students.

In accordance with the mission of Western University of Health Sciences, the faculty endeavor to:

• improve the health of the community through the preparation of professional advanced practice nurses

with expertise for effective provision of family-centered care for primary health care needs of a

rapidly changing society; and,

• develop each student’s potential through role modeling, empowerment, sharing of knowledge, caring,

and advocating mutual respect.

PHILOSOPHY

The College of Graduate Nursing is distinguished by the faculty’s beliefs about nursing, persons,

environment, health and nursing education:

Nursing, as a professional discipline, is an art and a humanistic science of caring. The art of nursing is

in its understanding of the meaning of a holistic health-illness experience and the perception of the moral

and ethical significance of care, as well as the integration of technical skill with relevant theory. The art of

nursing employs critical thinking and respect; it fosters open and effective oral and written communication

with clients and colleagues. The humanistic science of nursing is the generation and application of the

body of theoretical nursing knowledge, behavioral and natural science, the humanities, and the arts,

employed in a caring, respectful manner.

The professional practice of nursing is the directing of knowledge, competencies and processes toward

assisting persons to achieve quality of life, health, well-being, or peaceful death. Advanced practice

nursing competencies are complex psychomotor and interpersonal skills, leadership, collaboration, self-

evaluation, and scientific application and inquiry that are guided by professional standards. Processes

include critical thinking, accountability, problem solving, decision-making, caring, advocacy, and

involvement. Knowledge for Advanced Practice Nursing is built upon the foundation acquired in a

Bachelor of Science in Nursing and its related arts and sciences, as well as information gained from prior

nursing experience. Expertise for Advanced Practice focuses on socio-cultural, ethical, economic and

political issues, advanced technology, theory, research, and advanced physical and psychological sciences.

Evidence-based professional nursing practice demands recognition that each individual has unique needs

that can be assessed and incorporated into a research-based nursing plan.

Persons who participate in family-centered nursing care are individuals with unique lifestyles,

knowledge, beliefs and values, needs, and goals and are able to make autonomous decisions. These clients

of nursing involve complex biological, behavioral, emotional, sociocultural, philosophical and spiritual

dimensions and interact dynamically with their environment. Clients interact through relationships with

families, in various forms, and communities. Persons have a right and responsibility to participate

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collaboratively with nurses and other health professionals in decisions and shared accountability for

outcomes.

Environment is both the internal and external contexts of the individual. Environment involves

reciprocal multidimensional and dynamic forces that affect the person’s health and well being.

Health is a multidimensional, adaptive state of being reflecting internal and external environmental and

developmental influences. Health is a relative condition, characterized by wellness, illness, disease, or

dysfunction. Health may be a reflection of individual perceptions of balance and harmony.

Nursing Education is a process that provides opportunities to expand and extend knowledge for

continued growth and competency of the individual and the profession. It draws on multiple disciplines

and involves organized learning experiences that augment previous knowledge and skills in preparation for

professional nursing practice. Nursing education is a flexible process that fosters creativity and

independent and critical thinking. We value self-directed learners, continual learning, and active

engagement in a teaching/learning partnership. The educational process supports personal, social and

intellectual development while assisting students to attain academic and professional goals. Through the

provision of meaningful learning experiences, nursing education seeks to assist the learner to formulate

and structure nursing knowledge, while distinguishing relevant from non-relevant information and

developing safe and effective nursing practice. The educational program seeks to evoke honesty,

excitement of discovery, encourage self-expression and serve as a catalyst for lifelong learning.

Teachers and learners in the learning community engage in interactive processes that enhance the

potential and respect of each person. Teachers act as facilitators, and through their expertise and skill, are

role models for student professional practice. The faculty as a whole focuses on the provision and

organization of the curriculum and provides a milieu that encourages questioning, growth and mutual

evaluation.

The CGN faculty believes that students are active, self-directed, adult learners who are committed to

safe and effective professional practice and rigorous courses of study. Students are accountable for

integrity of academic accomplishments, professional practice and self-assessment. Students bring unique

backgrounds and have individual goals that create differing responses to the learning process. Learning is

a personal responsibility.

OUTCOME COMPETENCIES FOR GRADUATES

Graduate education for Advanced Practice Nursing is based on undergraduate nursing knowledge and

experience. The CGN places emphasis on critical thinking, clinical competence, communication, decision-

making, accountability, writing, and technological competence.

The course of study, including specifically stated learning activities, is a series of sequential courses

designed to assist learners in attaining the following behaviors prior to being approved for program

completion.

Graduates of the Western University of Health Sciences College of Graduate Nursing, as candidates for

state and national certification will:

1. Critically analyze literature for the purpose of evidence-based advanced nursing practice, education,

and life-long scholarship.

2. Participate in the development of new nursing knowledge through the application

and development of theory and research.

3. Apply knowledge from the humanities and physical, social, psychological, nursing, medical, and

pharmacological sciences to decision-making in order to provide and evaluate accountable primary

health care which is commensurate with professional and legal parameters of the role of Family Nurse

Practitioner.

4. Provide individualized client and family-centered health care that demonstrates recognition of

reciprocal environmental interaction and diversity of socio-cultural values and beliefs among members

of a rapidly changing society.

5. Apply comprehension of changing national and local public policy related to health care standards,

health care systems and financing when planning and providing health care for individuals, families,

and communities.

6. Empower client collaboration and decision-making for desired health care outcomes and quality of

life through advocacy, caring, and the application of critical thinking skills, theories of learning and

communication, and ethical principles.

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7. Integrate health promotion, illness prevention, and health maintenance strategies into holistic health

care provided for diverse individuals, families, and communities.

8. Provide leadership through participation in professional and community development activities and

advocacy of the advanced nursing practice role.

9. Demonstrate mastery of traditional and electronic access to information resources for research,

study, and practice.

CURRICULUM

The College of Graduate Nursing currently offers a combined Master of Science in Nursing/Family

Nurse Practitioner program, two Post-Master’s Family Nurse Practitioner tracks, and a Master of Science

in Nursing track.

The Master of Science in Nursing/Family Nurse Practitioner Program (MSN/FNP) curriculum requires

the completion of 50 semester units over a two- or three-year period. The Post-Masters Family Nurse

Practitioner (FNP-only) track curriculum requires 37 semester units for completion and can be completed

in one year. Both of these tracks require the completion of 675 preceptored clinical hours.

The Advanced Practice Nurse to Family Nurse Practitioner (APN-FNP) track requires 19 semester

units for completion and can be completed in one year. The APN-FNP track requires the completion of

180 clinical hours.

The Master of Science in Nursing track requires 17-21 semester units to be completed in a year. This

degree track is designed for Advanced Practice Nurses.

Graduates will be prepared to meet the criteria established by the California Board of Registered

Nursing as advanced practice nurses. Nurse practitioners work in a variety of health care settings

independently, or in groups of health care professionals, under collaboratively developed and agreed upon

standardized procedures.

Instructional Design: Distance Learning

The College of Graduate Nursing programs are designed for the adult learner. The design uses

educational and instructional learning theories that emphasize outcome competencies as the desired goal,

rather than time on task, and individualized instructional strategies as well as classroom and clinical

instruction.

12 Month Academic Year

The twelve month academic calendar begins in August and includes three 15-week semesters with two-

week intersessions between each semester.

Integrated Courses

For the clinical programs (MSN/FNP or FNP-only) health care issues are studied across the life span

with a focus on groups of specific health care problems, namely, Common, Acute, Chronic and Complex

health care problems for each age group. The course of study is planned to allow for integration of

knowledge and skills across each area of study (courses).

Essential Intellectual Skills

In addition to essential academic content and performance skills, each course requires learning

activities that foster intellectual skill development for critical thinking and decision making as well as oral

and written communication.

Web-based Learning

The instructional modality that is most evident in this curriculum is web-based learning. The majority

of courses include required asynchronous discussion sessions in which students and faculty participate in

collaborative learning of the assigned readings. Students are expected to be on-line and engaged in

learning activities from the first day of the first semester. The CGN Web site is designed to provide the

learner with the information needed to be successful in each course including learning objectives, content,

learning activities, evaluation methods and grading criteria.

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Weekend Seminars

Each semester students are required to attend two intensive, two- to three-day weekends on campus.

These classes provide valuable time for faculty and peer interaction, student presentations, lectures,

clinical and didactic testing, skills laboratories, and selected clinical practice with faculty.

Culminating Experience

Master's degree education usually culminates with a required research or research-based project or

thesis. The MSN/FNP program and MSN track, however, require that each student complete a project that

features the implementation of a clinical improvement project (one credit hour). Students enrolled in the

MSN/FNP program must complete a minimum of 540 clinical hours prior to beginning their culminating

project or enrolling in CGN 5608

Program Completion

Students who have met the following requirements will be considered candidates for the degree of

Master of Science in Nursing and/or Family Nurse Practitioner Certificate:

• Completion of all course requirements with a minimum overall GPA of 3.0.

• Completion of 675 clinical practice hours (MSN/FNP and FNP-only) or 180 hours for APN-FNP

students. Students must satisfactorily demonstrate all clinical competencies.

• Completion of the culminating experience project (MSN/FNP and MSN students).

• Has complied with all the legal and financial requirements of the University as stated in the University

Catalogue.

• Has demonstrated no serious deficiencies in ethical, professional or personal conduct as outlined in

Standards of Professional Conduct

• Students enrolled in a post-Master's track (APN-FNP or FNP-only) will be candidates for the FNP

Certificate only.

Unless the President of the University has granted special permission, all students must attend in person

and participate in the Commencement program at which time the degree is conferred. If the President

grants special permission to be excused from graduation, the graduate may be required to present himself

or herself to the Executive Vice President of Academic Affairs or appropriate Dean at a later date in order

to receive his or her diploma.

ADMISSION POLICIES

Prerequisite Requirements for MSN/FNP Program*

• Bachelor of Science in Nursing** from a National League of Nursing (NLN) or Commission on

Collegiate Nursing Education (CCNE) accredited program

• GPA of 3.0 overall in the last 60 semester units or 90 quarter units

• Pathophysiology

• Statistics

• Registered Nurse (RN) licensure in the state where preceptored clinical hours will be completed

• 1 year experience as a Registered Nurse (RN)

Prerequisite Requirements for Post-Masters Track (FNP-Only)*

• Master of Science in Nursing or related field

• BSN in Nursing** from a National League of Nursing (NLN) or Commission on Collegiate Nursing

Education (CCNE) accredited program

• GPA of 3.0 overall in the last 60 semester units or 90 quarter units

• Pathophysiology

• Statistics

• Registered Nurse (RN) licensure in the state where preceptored clinical hours will be completed

• 1 year experience as a Registered Nurse (RN)

Prerequisite Requirements for MSN-only Track*

• BSN Degree in Nursing** from a National League of Nursing (NLN) or Commission on Collegiate

Nursing Education (CCNE) accredited program

• Nurse Practitioner, FNP, PNP, Adult, GNP, CRNA, or CNM

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• GPA 3.0 overall in the last 60 semester units or 90 quarter units

• Statistics

• Registered Nurse (RN) licensure in the state where preceptored clinical hours will be completed

• 1 year experience as a Registered Nurse (RN)

Prerequisite Requirements for Advanced Practice Nurse to Family Nurse Practitioner (APN-FNP)

Track*

• Master of Science in Nursing or related field

• BSN in Nursing** from a National League of Nursing (NLN) or Commission on Collegiate Nursing

Education (CCNE) accredited program

• GPA of 3.0 overall in the last 60 semester units or 90 quarter units

• Pathophysiology

• Statistics

• Registered Nurse (RN) and/or Nurse Practitioner (NP) licensure in the state where preceptored

clinical hours will be completed

• 1 year experience as a Registered Nurse (RN)

• Verification of Advance Practice Nurse Specialty

*Students who do not meet the requirements for admission may petition the Admissions Committee for

special consideration. If admitted on probationary status, a student must achieve a GPA of 3.0 in pre-

program and first semester courses with no options for remediation.

** Bachelors in a related field will be reviewed on a case-by-case basis.

Requirements for Admissions (All Tracks)

• Completed Application

• Three Letters of Reference (faculty & employers within past two years)

• Resume

• Personal Statement which addresses your understanding of advanced practice nursing, personal career

goals and how your background strengthens your aptitude to become an Advanced Practice Nurse

• Application Fee of $60

• Official transcripts from all colleges/universities attended

• All graduates must agree to sit for the national certification examination within six months of

graduation

Decisions of the Admissions Committee regarding the admission of applicants to its programs are final.

Computer Requirements

The following is a list of computer equipment necessary for the Web-based programs:

• PC System - Minimum 133 MHz Intel Pentium® processor or equivalent

• Windows 95 or higher

• Minimum 64 MB RAM

• 1GB of free hard disk space

• Modem – 56 kbps or higher

• CD-ROM drive

• Newest version of Internet Explorer

• Microsoft Office Standard Suite 97 or higher with Word, Excel and PowerPoint

• New version of virus protection that supports weekly updates

• Newest version of Real Player plug-in

• Newest version of Adobe Acrobat plug-in

• 16-bit sound card and speakers

• Internet service provider (flat rate recommended)

• Printer

• Dedicated telephone line (recommended)

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MSN-Harbor Track

In conjunction with the Harbor-UCLA Research and Education Institute's Women's Health Care Nurse

Practitioner Program, an accelerated Master of Science in Nursing degree is available for graduates and

currently enrolled students of the Women's Health Care Nurse Practitioner Program. For more information,

please contact the Western University College of Graduate Nursing. Students admitted to this track must

complete at least 17 units of Western University coursework. Additional units may be required based

upon assessment of transfer coursework.

REGISTRATION

Following completion of the admissions procedure and written documentation of acceptance into

Western University's College of Graduate Nursing, an orientation packet will be mailed directly to the

student. All students will complete registration at the campus-based orientation in Pomona. Registration

will be completed via mail for continuing students and will be done annually prior to each academic year.

Orientation and Pre-Program Courses

All students enrolled in the College of Graduate Nursing will be required to complete two mandatory

orientation seminars on the Pomona campus. Orientation will include computer skill training (e-mail, e-

mail attachments, address book use, file management, and Microsoft software use), an introduction to

computer-based learning, and an overview of Western University curriculum. Students will complete

registration, purchase medical equipment and orient to the services of the University at this time. All

students will begin a Communication and Information Management course (CGN 5000), which prepares

students for success in Western University of Health Sciences' computer-based courses. Students enrolled

in the Advanced Physical Assessment course (CGN 5601) will participate in clinical exam skills training.

All students must successfully complete the Pre-Program courses in order to continue in the curriculum.

Students must successfully complete the Advanced Physical Assessment course prior to beginning their

clinical preceptored experience.

Medical Information

Verification of the following must be on file in the Office of the Registrar at the time of registration:

• Completion of Western University's History and Physical form

• Medical clearance for participation in program/clinical

• A recent (within past six months) PPD or Chest X-ray report indicating that the student is free of

tuberculosis (all students). Students are required to submit documentation of PPD/Chest X-ray

annually while enrolled at Western University

In addition, student enrolled in clinical tracks must file:

• Verification of immunization or immunity for: Polio, MMR, Varicella, Diphtheria/tetanus (within past

10 years) and completion of the Hepatitis B series

• Current CPR certification (and maintained throughout the program of study)

Health Insurance

All students must be covered by health insurance throughout the program. Proof of health insurance must

be provided at the time of registration annually.

TUITION AND FEES

By action of the Board of Trustees, the tuition and fees for the 2002-2003 year are as follows:

MSN/FNP Program 50 units @ $450/unit

FNP-Only Track 37 units @ $450/unit

APN-FNP Track 19 units @ $450/unit

MSN-Only Track 21 units @ $400/unit

MSN-Harbor Track 17 units (minimum) @ $400/unit

Student Body Fee $40/year

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Other Fees and Expenses

Application Fee $60

Required Textbooks $1800 MSN/FNP & FNP first

year (approximate)

Medical Equipment $400 MSN/FNP & FNP students

(approximate)

Computer with Modem $1500 (approximate)

Lodging/Meals/Travel varies, depending on distance and mode of travel.

Lost ID Badge $10

Note: All tuition and fees are subject to change.

Library Services

Western University's library resources can be accessed on the Internet at: http://www.westernu.edu.

Database access is available to distance students following registration. Nursing students will access the

internet sites for some resources and perform database searches for class assignments or research projects.

Full text articles are not always available via the World Wide Web, therefore, students are expected to

utilize traditional library services for research assignments, whether in the student's community or near

their home

Required Supplies for Clinical

Physical Exam Equipment:

• Lab Coats (to be worn at all times)

• Name Tag (to be worn at all times)

• Ophthalmoscope

• Otoscope

• Pen Light

• Reflex Hammer

• Ruler (cm)

• Stethoscope

• Tuning Fork # 512

• Hand Held Snellen Chart

Bookstore

Textbooks, medical equipment and software are available through the University Bookstore. All items

can be ordered by phone and mailed directly to your home using a credit card.

ACADEMIC POLICIES AND PROCEDURES

Academic/Clinical Advisement

All students are assigned a faculty advisor upon matriculation into the program. Entering students

should contact this faculty advisor no later than the first Seminar Weekend of enrollment in the program.

Such contact may take place in person, on-line, or through both methods. Although advisors are assigned,

the student may, with the agreement of the faculty request a different advisor. Reasonable efforts will be

made to assign a student to the advisor of choice, although scheduling problems may make this impossible.

Continuing students have the opportunity to contact designated faculty advisors and/or individual

instructors on-line, by appointment in person or telephone, or at any Seminar Weekend. Regular and on-

going contact with the academic advisor is encouraged as one method to enhance success in the program.

All students must meet with their faculty advisor in the semester prior to their anticipated completion for a

final review of graduation requirements and approve to file for graduation.

Standards of Academic Performance

As a College of Graduate Nursing, the standard for successful progress is higher than that for

undergraduate education. An overall grade point average of 3.0 is required for graduation. Each student

will also demonstrate an acceptable level of performance for all Outcome Competencies (as outlined in the

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curriculum). Each graduate is also expected to demonstrate critical thinking skills as well as competence

in written and oral communication. Students who are placed on academic probation are required to

contact their academic advisor.

Academic Progression

Regular admission and matriculation to any of the CGN programs is for full-time enrollment. Each of

the programs of the CGN is built around a sequence of courses that build on prior courses. Consequently,

academic progression is based on successful completion of each course in a program, in sequence.

Students are expected to enroll in and successfully complete each course in a sequential progression.

Part-time enrollment is possible, however, students anticipating part-time enrollment should discuss

plans with an academic advisor prior to matriculation. Students who decide to switch from full-time

enrollment to part-time enrollment should discuss plans with the academic advisor.

A grade of B or Cr (Credit) is required in each course in the program. Students who earn less than a B

in a theory course must successfully remediate the course to continue in the program. Students who earn a

grade less than a B or earn NCr (No Credit) in a clinical course must remediate the course to continue in

the program.

Minimal competency, as outlined in the course syllabi for clinical courses, is required to achieve a

passing grade of A, B, or Cr. A grade of No Credit (NCr) is the equivalent of a U grade in clinical courses.

A grade of U or NCr denotes unacceptable performance and students must successfully remediate the

course to continue in the program.

Course Challenge Policy

a. Course challenge is defined as a student request for exemption from a specific Western University

course requirement due to prior equivalent coursework (see #3 below). Students who successfully

challenge a course are exempted from all requirements in the required Western University course and

do not receive Western University credit for the course. The transferable equivalent course will be

noted on the student’s Western University transcript. A maximum of seven (7) credit units may be

transferred in from another academic institution for course challenge credit.

b. Students may request a partial course challenge as well. In this case, the appropriate Western

University faculty member will determine what elements must be completed by the student to fulfill a

specific course’s requirements including:

1. seminar attendance

2. written papers

3. class presentations

4. examinations

Students will receive Western University credit and a letter grade for partially challenged courses.

Students also pay full Western University tuition and fees for partially challenged courses since

Western University credit is given.

c. A student may request to challenge a course if either of the following situations exist:

1. he/she can demonstrate that an equivalent, transferable, graduate course was taken at

another regionally accredited academic institution, within the past five years, with a

minimum grade of B earned in that course. Equivalent course is defined as a course that

covers a significant portion of the Western University course content (to be determined by

the Western University course instructor) and has a course unit value equal to or exceeding

that of the Western University course.

2. he/she can demonstrate that an equivalent continuing education (CE) course was taken

within the past five years, and the student can document content mastery was achieved at an

80% level or higher. Equivalent course is defined as a course that covers a significant portion

of the Western University course content (to be determined by the Western University course

instructor) and that the awarded continuing education hours equals or exceeds that of the

hours represented by the unit value of the corresponding Western University course.

d. The following courses in the College of Graduate Nursing curriculum may be challenged by

students:

1. CGN 5015 – Clinical Reasoning

2. CGN 5101 – Health Systems I

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3. CGN 5102 – Health Systems II

4. CGN 5111 – Advanced Studies in Health Systems

5. CGN 5200 – Nursing Theory

6. CGN 5301 – Nursing Research I

7. CGN 5302 – Nursing Research II

8. CGN 5401 – Primary Care Management I

9. CGN 5402 – Primary Care Management II

10. CGN 5403 – Primary Care Management III

11. CGN 5501 – Pharmacology I

12. CGN 5502 – Pharmacology II

13. CGN 5550 – Advanced Pharmacology

14. CGN 5601 – Advanced Physical Assessment

15. CGN 5602 – Health Promotion Over the Life Span

16. CGN 5603 – Current Social Issues Affecting Family Health

17. CGN 5604 – Advanced Therapeutic Skills

18. CGN 5605 – Cultural Diversity

19. CGN 5606 – Complementary Medicine

20. CGN 5607 – Professional Issues

21. CGN 5611 – Advanced Studies in Social Systems

22. CGN 5850 – Advanced Role

e. The following courses in the College of Graduate Nursing curriculum may NOT

be challenged by

students:

1. CGN 5000 – Communication and Information Management

2. CGN 5608 – Advanced Applications in Family Nurse Practice

3. CGN 5801 – Collaborative Project I

4. CGN 5802 – Collaborative Project II

5. CGN 5950 – Certification Review

6. CGN 5990 – Culminating Project

7. CGN 7570 – Clinical Experience

f. Procedure for Challenging a Course: Any student who wishes to challenge a course must:

1. submit in writing, to the Academic Coordinator of the CGN, his/her intent to challenge a

course at least

three weeks prior to registration for the academic semester in which the course

would normally be taken, and

2. submit written documentation including course description, course outlines, transcripts,

CE certificate, etc. to demonstrate course equivalency, to the Academic Coordinator of the

CGN at least

three weeks prior to registration for the academic semester in which the course

would normally be taken.

Upon receipt of the student’s intent to challenge and the written documentation of course

equivalency, the Academic Coordinator of the CGN will submit the written documentation to the

faculty member teaching the Western University course that is being challenged for review and

consideration of challenge approval. The faculty member will review said documentation and

issue a recommendation to allow or deny the challenge to the Academic Coordinator of the CGN

at least 10 days

prior to the date of registration for the academic semester in which the course

would normally be taken. This faculty recommendation will be forwarded to the student within

48 hours of its receipt by the Academic Coordinator.

g. Appealing Course Challenge Decisions: Students have a right to appeal the faculty member’s

recommendation to deny a course challenge. Such appeals will be forwarded to the Dean of the

CGN who has final authority in the challenge determination. The Registrar will be informed of

the final determination of the course challenge request.

Student Academic Progress Committee

The Student Academic Progress Committee is composed of the Academic Coordinator who shall serve

as chair, and three other faculty members serving for a two year term. The chair of the committee will be

responsible for communicating all decisions of the committee to the student and the dean.

The SAP Committee shall periodically review the academic progress of all students. Based on the

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standards for academic progression, the committee shall recommend any of these courses of action for a

student: promotion, probation, suspension from the program, dismissal from the program, psychological

and/or educational assessment.

The SAP Committee has the responsibility of recommending to the College the MSN degree and/or

FNP certificate to all students who satisfactorily complete the requirements of the various programs.

The SAP Committee shall hear all appeals of grades, requirements for remediation, and other academic

disputes and make a recommendation to the dean for the outcome of the appeal.

The SAP Committee will review and approve all remediation contracts developed by the faculty of

record.

Evaluation and Grading

Competency-based learning is the underlying principle for the instructional design of the program and

the evaluation of student achievement. Each course has specific learning objectives, evaluative criteria and

expected outcomes. Assessment methods are stated clearly in each syllabus.

The cumulative letter grade of “B” or better must be attained for each course to indicate competency

for this graduate program. The grade for each evaluative component for courses 5015, 5401-3, 5550,

5501-2, 5601-8, 5950, and 7570 must be at least a “B” or 80% to demonstrate an acceptable level of

performance and enable the student to progress in the curriculum. The grade for each evaluative

component for courses 5000, 5101-2, 5111, 5200, 5301-2, 5611, 5801-2, 5850, and 5990 must be at least

70% with a cumulative letter grade of “B” or better to demonstrate an acceptable level of performance and

enable the student to progress in the curriculum. Evaluative criteria for each course are included in the

course syllabus. Students have the opportunity to remediate one learning component within a course to

meet the cumulative letter grade requirement.

Grade point average is based on the following numerical values for letter grade:

A = 4.0 Achievement of an “A” for a course exceeds the acceptable level of

performance in a graduate level program.

B = 3.0 Achievement of an “B” for a course meets the acceptable level of

performance in a graduate level program.

U = 0 Achievement of an “U” denotes an unacceptable performance.

Students who do not meet the remediation standards for an Incomplete

will be given the grade of “U”. Students who receive a “U” for any

course will be unable to progress in the curriculum without a formal

review by the Student Academic Progress Committee. If the

Committee finds that the student demonstrates the potential for

remediation, then the student will be placed on Academic Probation

with a formal signed progression contract. A signed copy of this

contract will be filed with the Dean. Probation is defined as a period of

time specified by the Dean, Chair of the SAP Committee and the

faculty of record for the course(s). If a student does not comply with

the remediation contract, the student will be dismissed from the

College.

Credit/No Credit: CGN 7570 (Primary Care Clinical) is graded as credit/no-credit and is not included

in the numerical values for computing grade point averages.

Credit (Cr) = Achievement of the grade “Credit” signifies that a student meets the

acceptable level of performance in a graduate level program.

No Credit (NCr)= Achievement of the grade “No Credit” indicates an unacceptable level

of performance in a graduate level program. A grade of “No Credit” is

the equivalent of an “U” grade.

I = Achievement of an "I" denotes an incomplete, which signifies that a

portion of the required coursework has not been completed and

evaluated. Students must submit a plan for completion that meets

approval by the faculty of record. Students who receive two

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incompletes in one semester will be placed on academic probation.

Students who are enrolled in sequential theory courses will not be able

to progress in the curriculum unless the course is completed

successfully prior to the next semester or instructor approval is given.

The grade of “incomplete” will be recorded on the official transcript

until completion of course work is completed. If the student does not

complete the contractual agreement satisfactorily, a grade of “U” will

be given with recommendation for dismissal from the College of

Graduate Nursing.

IP = Students who do not complete 90 hours of clinical (2 units) within a

semester or 45 hours of clinical (1 unit) in the first semester will be

assigned a grade of “In Progress”. A grade of “IP” is replaced with a

grade of “Cr” when the necessary number of hours is achieved.

Students must complete outstanding clinical hours and an additional

90 hours minimum in the following semester to progress in their

clinical experience. Students who fail to meet the 90 hours minimum

for two consecutive semesters will be placed on Academic Probation

and are at risk for dismissal.

Remediation

Because CGN programs are sequential and presume successful completion of all courses in sequence, a

student who does not achieve a grade of A or B in a theory course or a grade of A, B, or Credit in a clinical

course must participate in remediation in order to continue in the program. The College will provide each

student with ample opportunity to demonstrate competency, however, remediation is a privilege, not a

right. Students must have demonstrated the likelihood of success in the remediation process by active

participation in the educational program including course attendance and participation, active involvement

in clinical experiences, individual initiative, and use of resources.

Students receiving grades of U or NCr for a course will be assigned a remediation contract by the

faculty member of record for the course in which the unacceptable grade was received. The contract will

be developed by the faculty member in consultation with the Student Academic Progress Committee. The

student may participate in developing the contract, however the faculty member will determine the actual

requirements for remediation.

Options for remediation include:

a. Successfully taking a comprehensive examination on the course content.

b. Successfully completing special projects or studies in the area(s) of deficiency.

c. Successfully repeating the course.

d. Successfully repeating a specific learning objective.

The remediation contract will outline the activities required for remediation, the outcomes expected for

successful completion, and a date for completion. Copies of the remediation contract, signed by the faculty

member and the student, will be filed with the CGN.

Upon completion of the remediation contract, the instructor will submit a recommendation to the

Student Academic Progress (SAP) Committee and the Dean. A grade of B is the highest possible grade

that can be achieved through remediation.

Grade Appeal Process

A student who believes that a grade for a course does not accurately reflect his/her performance in that

course should first submit a written request for a grade appeal to the faculty member of record. The written

request must specify the specific learning activities to be reconsidered, with the original submissions and

supporting documentation. The faculty member of record will either revise the grade or will retain it as

originally assigned. If the grade remains unchanged, the student may appeal to the SAP Committee. The

SAP Committee will review the course curriculum, learning objectives, evaluative criteria, and expected

outcomes. The SAP Committee will make a recommendation to the Dean to either revise the grade or

retain it as originally assigned.

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Should the student disagree with the SAP Committee’s recommendation, s/he may appeal to the Dean.

The Dean will review the course curriculum, learning objectives, evaluative criteria, and expected

outcomes. The Dean will make the final decision regarding the disposition of the grade appeal.

Students whose grade remains as a “U” will be referred back to the SAP Committee and placed on

Academic Probation. Guidelines for academic progression will be followed according to the policies and

procedures stated in this Catalog. Every effort will be made to expedite the grade appeal process.

Administrative Fee for Additional Term

Students who do not complete coursework or clinical hours during the final semester will be charged an

additional administrative fee for making up coursework or clinical hours after the semester. This option is

only available with the approval of the Academic Coordinator and the Dean.

Leave of Absence/Withdrawal

Students who find that they are unable to continue in the program due to personal or medical reasons

may apply for a Leave of Absence. The Request for a Leave of Absence must be submitted in writing and

approved by the Dean on the recommendation of the Student Academic Progress Committee. The student

will need to obtain the endorsement of at least one instructor on the Leave of Absence form that the student

has the potential for program completion. Leaves may be granted for the balance of an academic year and

may be extended if the student seeks approval from the Dean at least one month prior to the start of the

subsequent academic year.

Probation/Dismissal

A request for Student Probation or Dismissal may be initiated by an individual faculty member, the

Student Academic Progress Committee, or the Dean, and submitted to the Chief Academic Officer. The

grounds for such an action may be based on academic, character or professional issues. The basis for

making the decision will be the University policy for student conduct as outlined in the 2002-2003

Catalog.

Seminar Weekend Attendance

Two campus-based seminar weekends are held each semester (after completing orientation sessions).

The first seminar weekend usually occurs during week 5, and the second seminar weekend usually occurs

during week 10 of the semester. Seminar weekends begin at 8 a.m. on Friday and conclude by 3 p.m. on

Sunday.

Dates of the weekend seminars are published and distributed at the beginning of each semester.

Attendance is mandatory for all seminars. Students who do not comply with this policy must make an

appointment with the Academic Coordinator immediately to avoid termination of their enrollment for the

semester in question. Based on the recommendation from the SAP Committee, the Dean will make a

determination about a student’s continued enrollment. A student’s right to appeal this decision is

described in the General Academic Policies and Procedures section of this Catalog.

Clinical Training

Clinical training begins after the student has: (1) completed the Advanced Physical Assessment course,

(2) successfully completed the Advanced Physical Assessment competency based physical assessment

testing, and (3) complied with the documentation of all the University’ health, safety and immunization

requirements.

Preceptors: Students are encouraged to identify a qualified preceptor in their community prior to

starting the program. A student’s primary preceptor may be a physician trained in family practice or

internal medicine, preferably board certified, or a master’s degree prepared, certified FNP working in

primary care. The College encourages multiple rotations for specific experience if needed to optimize

student learning. A student’s primary preceptor and/or clinical instructor may suggest or assist with

identifying and scheduling these rotations. If the preceptor is a physician, the student should also work

with a nurse practitioner to promote role development.

Preceptors working within specific guidelines established by the program will be responsible for

assuring appropriate and adequate learning experiences, as well as supervising students for safe practice.

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Preceptors and clinical sites must be approved by the Western University faculty. A Preceptor Guide will

be provided to all preceptors.

As expected with professional practice, all data gathered about a patient and his/her health/illness,

including all items within the medical record, are privileged information. Client confidentiality must be

maintained.

Students must consult with their preceptors on all patients seen by the student. The supervising

practitioner must review and countersign all student notes written in the medical record. Students are not

allowed to prescribe medications or sign any prescription order.

Students are required to wear student identification and lab coats at all times while in the clinical

setting. Western University maintains malpractice and accident insurance coverage for enrolled students.

Professional nursing malpractice insurance (in the student role) is recommended but not required.

Scheduling: While the College encourages students to schedule the same clinical day(s) each week to

provide consistency for the agency and patient follow-up, scheduled days may be individualized to

accommodate illness, employment, or family responsibilities.

Clinical Hours: Eight-to-16 hours per week of clinical training are required of full-time students

throughout the two academic years to complete 675 hours. Following successful completion of the

Physical Assessment course, full-time students are expected to complete 1-5 units of clinical training each

semester. Forty-five hours must be completed for each unit, for a total of 15 units. A student, by special

arrangement with a faculty advisor, may complete a minimum of 90 clinical hours per semester (2 units)

and complete the remaining hours in subsequent semesters or at the end of the program. This arrangement

would require a student to enroll for another semester(s) to complete required clinical hours. An

administrative fee will be charged for the additional semester(s).

Clinical Progression: Student productivity is expected to increase with each semester's experience.

Initially, students may see approximately 4-6 patients per day. The student is expected to gather complete

subjective and objective data on each patient, even though early in the program the student may not be able

to fully assess the problem or develop a complete treatment plan. Later in the program, students will be

expected to see approximately 4-8 patients per day and provide comprehensive care including assessment

and plan of treatment. Students will be guided to transition from novice to advanced beginner as they

progress in the clinical practicum.

It is recommended that MSN/FNP and FNP-only students see approximately 810 patients during their

program. The goal for patient mix is: Pediatrics 15%, Adults 40%, Geriatrics 20%, GYN 15%, OB 10%.

Students are encouraged to obtain other rotations to complete clinical objectives if they are not in a

family practice setting. In addition, students are advised to find Urgent Care and Emergency Room

rotations for a semester. The clinical faculty of record will review students’ clinical e-logs each semester.

Students are required to submit clinical e-logs periodically throughout the semester. In addition, Preceptor

Evaluations are documented periodically.

Record Keeping and Clinical e-Logs: Clinical e-Logs for the College of Graduate Nursing are

provided to the student. Students will record each patient visit into the Clinical e-Log. Students may print

the e-Logs to use for manual recording in clinic, but must enter the data into the Clinical e-Logs before

submitting to the College. Students will receive an orientation to e-Log use. E-Logs will be submitted via

e-mail attachment biweekly, upon request, and at the end of each semester. In addition, students are

required to submit other documentation (i.e. Preceptor Evaluation, Student Evaluation of the Preceptor,

Student Objectives) at the end of the semester. Failure to do so may result in an incomplete grade and/or

failure to progress in the curriculum.

Students will maintain a calendar of hours, which is included in their evaluation of short-term goals and

initialed/verified by the preceptor.

Clinical Site Visits: Faculty visits to the clinical site are a major key to the success of this program.

Student clinical competency will be evaluated at this time by direct observation of the student's

performance and interaction with patients, preceptors, and staff. In addition, the clinical faculty provides

guidance and support as well as assistance with clinical decision making. Chart documentation of patient

care is also reviewed and assessed. Students who receive an unsatisfactory site visit evaluation must

complete a remediation process. Note: Students who live a great distance from the campus may be

required to perform clinical competency evaluation, as needed, at a Western University faculty member’s

clinic setting or at a Western University clinical training site. Efforts will be made to have these

evaluations coincide with seminar weekends to minimize travel costs.

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COURSE DESCRIPTIONS

CGN 5000 Communication and Information Management in the MSN/FNP Program (1 unit)

This course provides new students with a comprehensive introduction to Western University's Nursing

Programs. In addition to learning about Western University of Health Sciences, students will discover in

more detail what will be expected of them as MSN/FNP students, and what they can expect from Western

University's faculty and staff. Following an overview of the most important services, policies, instructional

methods and resources, students will have an opportunity to assess your own readiness for the program and

an ability to succeed as a self-directed learner. Students will also be oriented to the technological skills

needed to complete their program. The awareness, knowledge and skills derived from this part of the

course will help ensure successful completion of the program.

CGN 5015 Clinical Reasoning (1 unit)

This course is designed for advanced nurse practitioner students to refine their history and physical

examination skills for the clinical setting. Its purpose is to take the students to the “next step” of health

assessment – beyond the basic history and physical examination to using a diagnostic reasoning process.

By integrating knowledge gained from this course with that learned in concurrent and subsequent courses,

students will continue to refine their ability to diagnose common problems. Students will also learn how to

evaluate and use assessment information with patients across the lifespan and with patients who present

with sensitive issues. This systematic approach to clinical problem-solving will provide the undergirding

structure to guide students as they tackle increasingly complex patient management problems.

CGN 5101 Health Systems I (2 units)

This course provides an overview of the American health care system with special emphasis given to

the emergence of managed care and its subsequent impact on health care planning, delivery and evaluation.

The various institutions and workforce segments that currently make up the American health care system

are introduced and compared with those of other industrialized countries. The course includes an overview

of health care economics, with particular attention given to the impact of health insurance (private and

government funded) on health care spending in this country. Managed care is presented as a major

emerging force in health care decision making and delivery. The impact of managed care reforms on the

Family Nurse Practitioner role is emphasized.

CGN 5102 Health Systems II (2 units)

The second part of Health Systems introduces the need for and tools currently available to measure the

quality of health care in this country. Special emphasis is given to identifying and measuring nursing-

sensitive patient outcomes and how they are related to treatment options and resource use. The course also

introduces case management and disease management as strategies for achieving desired patient outcomes

through the coordination of care. Students will learn about the multitude of means by which quality of

health care is currently assessed and measured in this country, including research based quality initiatives

such as standardized clinical practice guidelines, benchmarking, and report cards.

CGN 5111 Advanced Studies in Health Systems (2 units)

This two-unit course for FNP-only and MSN-only students provides an overview of the American health

care system in regards to health finance and the quest for quality care. Special emphasis is given to the

emergence of managed care and its subsequent impact on contemporary health care planning, delivery and

evaluation. In addition, the course introduces the need for and tools currently available to measure the

quality of health care in this country. Case management and disease management are emphasized as

strategies for achieving cost effective, high quality care. Pre-requisite: Admission to FNP only or MSN

only programs.

CGN 5200 Nursing Theory (3 units)

This course explores the theoretical context of contemporary nursing practice that serves to guide

nursing practice and primary health care. In addition, this course will integrate knowledge from the

physical, biological and behavioral sciences to systematically and critically apply selected conceptual

frameworks to the study of nursing, family systems and the response to illness. Through this experience,

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the graduate nursing student will develop an appreciation for the process of theory development in nursing,

compare and contrast various theoretical perspectives used in nursing practice, and apply these nursing

theories critically.

CGN 5301 Nursing Research I (2 units)

Nursing Research I is designed to lay the foundation for understanding the research process and its

importance in advancing nursing practice. The course emphasizes research critique and application to

advanced practice nursing. Evaluation of quantitative and qualitative research literature, literature review

skills, and decision-making related to clinical significance are explored.

CGN 5302 Nursing Research II (2 units)

Nursing Research II focuses on the design and implementation of a research study. Review of research

methodology, research process, rights of subjects, grant writing and dissemination of findings are explored

in this course.

CGN 5401 Primary Care Management I (2 units)

Primary Care Management I integrates the basic knowledge of human anatomy and physiology with an

understanding of the pathologic changes and clinical manifestations that characterize common and acute

disorders in adult, obstetric, pediatric, and elderly clients. This new understanding of pathophysiology and

the student’s evolving clinical decision-making skills is applied to the interpretation of assessment data and

the diagnosis and treatment of primary care clients and their families across the life cycle.

CGN 5402 Primary Care Management II (2 units)

Primary Care Management II continues to help students integrate their basic knowledge of human

anatomy and physiology with an understanding of the pathological changes and clinical manifestations that

characterize common, chronic, and complex disorders in pediatric, adult, obstetric, and elderly clients.

Students will apply their new understanding of pathophysiology and their evolving clinical decision-

making skills to the interpretation of assessment data and the diagnosis and treatment of primary care

clients and their families across the life cycle.

CGN 5403 Primary Care Management III (2 units)

Primary Care Management III enhances the student’s ability to integrate a basic knowledge of human

anatomy and physiology with an understanding of the pathologic changes and clinical manifestations that

characterize common, acute, chronic, and complex disorders in pediatric, obstetric, and geriatric clients.

Students will apply their understanding of pathophysiology and their evolving clinical decision-making

skills to the interpretation of assessment data and the diagnosis and treatment of primary care clients and

their families across the life cycle within the special populations of pediatrics, obstetrics and geriatrics.

CGN 5501 Pharmacology I (2 units)

Pharmacology I provides the means for learning the necessary pharmaceutical principles and practices

to enable students to prescribe and monitor the effects of medications on the health and well being of

clients with common, acute, or infectious health problems. The course will address the effects of these

problems and related pharmacotherapy on patients from the various stages of the life cycle, i.e., pediatrics,

adult/family, obstetrics and geriatrics.

CGN 5502 Pharmacology II (2 units)

Pharmacology II provides the means for learning the necessary pharmaceutical principles and practices

to enable students to prescribe and monitor the effects of medications on the health and well being of

clients with chronic and complex health problems. The course will address the effects of these problems

and related pharmacotherapy on patients from the various stages of the life cycle, i.e., pediatrics,

adult/family, obstetrics and geriatrics.

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CGN 5550 Advanced Pharmacology (3 units)

This course is designed to provide advanced practice nurses enrolled in the MSN-only and APN-to-

FNP track students with an accelerated review of current pharmacotherapeutic concepts. The course will

prepare students to prescribe and monitor the effects of medication on the health and well being of

patients. The course qualifies the master’s-prepared FNP to receive a Furnishing Number in the State of

California. Note: Not required for students with a furnishing number or who have completed an equivalent

pharmacology course within five years.

CGN 5601 Advanced Physical Assessment (2 units)

This FNP Role Development course introduces skills that build on undergraduate education and

experience with respect to basic physical assessment. These advanced skills, which draw on knowledge

from nursing, medicine, and other disciplines, include more sophisticated assessment techniques,

recognition and interpretation of clinical assessment data, diagnostic and therapeutic decision-making, and

medical record keeping. Over the course of the program, students will be expected to integrate these skills

with knowledge of common, acute, chronic, and complex illnesses in order to assess and manage patients

across the life cycle.

CGN 5602 Health Promotion Over the Life Span (1 unit)

This FNP Role Development course is designed to encourage the Family Nurse Practitioner student to

apply preventive health concepts and health promotion strategies across the life span, using the U.S. Public

Health Service guidelines as a resource. Students will learn how to apply health promotion lifestyle

changes in the primary care patient population. Concepts such as health screening and

immunization/prophylaxis in pediatric and adult clients will be examined. Methods of counseling clients

in lifestyle behaviors such as nutrition, physical activity, smoking cessation, and violence prevention will

also be explored.

CGN 5603 Current Social Issues Affecting Family Health (1 unit)

This FNP Role Development course focuses on the social issues that often arise when providing

primary health care to clients over the life span. The interdependence of these social and clinical issues

mandate that the health care provider become aware of the relevant legal, ethical, and medical implications

of child abuse, domestic violence, substance abuse, adolescent pregnancy, and poverty; as well as

geriatrics issues related to functional independence, polypharmacy, dementia, depression, and elder

homelessness.

CGN 5604 Advanced Therapeutic Skills (1 unit)

In this FNP Role Development course, students will learn diagnostic and therapeutic procedures and

skills critical to advanced practice nursing. These procedures and skills include microscopy, Norplant and

IUD insertion and removal, endometrial biopsy, x-ray interpretation, colposcopy and cryotherapy,

suturing, office orthopedic appliances and treatment techniques, and cardiovascular monitoring.

CGN 5605 Cultural Diversity (1 unit)

This FNP Role Development course explores the impact of patients’ cultural beliefs and values on

medical practice and the health care provider. The course emphasizes the importance of cultural

sensitivity and cultural competency in delivering high quality care. Culturally determined folk beliefs and

health traditions are examined in the context of community health and family health care.

CGN 5606 Complementary Medicine (1 unit)

This FNP Role Development course focuses on the scientific basis for practices of alternative or

complementary therapy utilized by health care consumers in this country. Among the complementary

therapies students will consider are acupuncture, yoga, biofeedback, chiropractic, dietary supplements,

exercise, herbs, homeopathy, hypnosis, imagery, massage, relaxation, meditation, spiritual healing and

energy work.

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CGN 5607 Professional Issues (1 unit)

This FNP Role Development course presents a variety of role-related topics designed to prepare the

prospective Nurse Practitioner for professional practice. Beginning with a historical overview of the NP

profession, the course will take students on a guided tour of some of the critical issues that determine the

practitioner’s scope of practice, career options, and political involvement. In addition, the course presents

guidelines for resolving legal and ethical issues that are often confronted by the NP. Finally, students will

be introduced to some valuable tools for ongoing professional development such as professional

organizations and journals.

CGN 5608 Advanced Applications in Family Nurse Practice (1 unit)

This culminating FNP Role Development course provides an opportunity for students to synthesize

concepts, skills and techniques from previous courses and apply their learning toward assessing and

managing advanced case studies across the life span.

CGN 5611 Advanced Studies in Social Systems (2 units)

This course is designed for nurse practitioners enrolled in the APN to FNP track. This course focuses

on the diverse array of social issues and systems that the Nurse Practitioner must negotiate. The areas of

focus in this course are: health care ethics; social issues such as management of domestic violence and

substance abuse; cultural diversity skills; complementary and alternative therapeutics; and health

promotion and disease prevention concepts across the lifespan.

CGN 5801 Collaborative Project I (0.5 unit)

Collaborative Projects are based on a problem or a project that requires a collective solution. Each

Collaborative Project provides the opportunity for small groups of students to work together in a learning

experience that integrates their current coursework, encourages the application of new concepts, and

stimulates the kind of thinking and interaction that are relevant to students’ ongoing advanced practice role

development.

CGN 5802 Collaborative Project II (0.5 unit)

As with Collaborative Project I, the second Collaborative Project is based on a problem or a project

that requires a collective solution. The Collaborative Project provides the opportunity for small groups of

students to work together in a learning experience that integrates current coursework, encourages the

application of new concepts, and stimulates the kind of thinking and interaction that are relevant to

students’ ongoing advanced practice role development.

CGN 5850 Advanced Role (3 units)

This is a culminating course than examines transitional roles for the advanced practice nurse (APN), with

focus on understanding and applying leadership and other related theories, exploring diverse leadership

roles and associated issues, and development of knowledge and skills needed for leadership roles. An

overall goal of the course is to expand the student’s understanding of the broad scope of responsibilities of

APNs through the assumption of leadership roles within the profession.

CGN 5950 Certification Review (1 unit)

This course is required to be completed prior to graduation for all students enrolled in the MSN/FNP

and FNP-only programs. This comprehensive testing review will further assist the MSN/FNP and FNP-

only student to prepare for the national certifying examination to become an Advanced Practice Nurse.

Testing and review modules are systems-based. Following a pre-assessment examination (self-evaluation),

students will have access to a detailed modular review program during the Clinical Experience (CGN

7570) course. Students are required to achieve a score of 80% or higher on the final examination.

Students may repeat the final examination one time if they do not achieve a score of 80% or higher.

CGN 5990 Culminating Project (1 unit)

The Culminating Project is an independent study project that serves as a culminating experience for the

FNP program. The project requires the student to develop a clinical improvement initiative that will offer

169

valuable insights into high-risk patient populations and the kinds of contributions FNPs can make in

providing care for these populations.

CGN 7570 Clinical Experience (1-5 Units per Semester; Repeatable to a total of 15 units; Cr/NCr)

The Clinical Experience course offers FNP, ANP-FNP, and MSN/FNP students the opportunity to

begin providing comprehensive health care to individuals and families within a culturally diverse

environment in collaboration with physicians, nurse practitioners and other health care professionals.

Students are expected to draw on their preceptored experiences to develop sound clinical judgment applied

to health promotion, health maintenance, and diagnosis and management of common, acute, chronic and

complex health problems for individuals across the life cycle.

170

CURRICULUM

MSN/FNP Program

Prerequisites: Statistics and Pathophysiology

YEAR 1

YEAR 2

Pre-

Communications (CGN 5000)

Program

Physical Assess (CGN 5601)

Total Units

TERM 1

TERM 4

Clinical Reasoning (CGN 5015)

Nursing Theory (CGN 5200)

Health Systems I (CGN 5101)

Nursing Research I (CGN 5301)

PC Management I (CGN 5401)

Cultural Diversity (CGN (5605)

Health Promotion (CGN 5602)

Collab Project I (CGN 5801)

Clinical Exp (CGN 7570)* 1

Clinical Exp (CGN 7570)*

Total Units 7

9.5

TERM 2

TERM 5

PC Management II (CGN 5402)

Health Systems II (CGN 5102)

Pharm I (CGN 5501)

Nursing Research II (CGN 5302)

Social Issues (CGN 5603)

Collab Project II (CGN 5802)

Adv. Therap. Skills (CGN 5604)

Clinical Exp (CGN 7570)*

Total Units

7.5

TERM 3

TERM 6

PC Management III (CGN 5403)

Professional Issues (CGN 5607)

Pharm II (CGN 5502) 2

Adv. Apps. (CGN 5608)

Complementary Med (CGN 5606)

Cert. Rev. (CGN 5950)

Clinical Exp (CGN 7570)*

Culminating Project (CGN 5990)

Clinical Exp (CGN 7570)*

Total Units

Year 1 Total Units

Year 2 Total Units

Total Program Units

* Additional semesters can be taken to complete clinical hours. Students are expected to complete a minimum of 90 hours (2

units) per semester to progress in the curriculum.

171

CURRICULUM

FNP-Only Track MSN-Only Track

Prerequisites: Statistics and Pathophysiology Prerequisites: Statistics and Pathophysiology

YEAR 1

Pre-

Communications (CGN 5000)

Pre-

Communications (CGN 5000)

Program

Physical Assess (CGN 5601)

Program

Phys Assess (elect) (CGN 5601)

(2)

Total Units 3

Total Units 1

(3)

TERM 1

Clinical Reasoning (CGN 5015)

Adv. Study Hlth Sys (CGN 5111)

Nursing Theory (CGN 5200)

PC Management I (CGN 5401)

Nursing Research I (CGN 5301)

Clinical Exp (CGN 7570)*

Collab. Project I (CGN 5801)

Total Units 12

Total Units 7.5

TERM 2

PC Management II (CGN 5402)

Research II (CGN 5302)

Pharm I (CGN 5501)

Skills (elective) (CGN 5604)

(1)

Adv. Therap. Skills (CGN 5604)

Adv. Social Syst. (CGN 5611)

Collab Project II (CGN 5802)

Clinical Exp (CGN 7570)*

Total Units

4.5

(5.5)

TERM 3

PC Management III (CGN 5403)

Pharm II (CGN 5502)

Advanced Pharm. (CGN 5550)**

Prof Issues (CGN 5607)

Prof. Issues (CGN (5607)

Adv. Apps. (CGN 5608)

Advanced Role (CGN 5850)

Cert. Rev. (CGN 5950)

Culminating Project (CGN 5990)

Clinical Exp (CGN 7570)*

Total Units

Total Program Units

(24)

* Additional semesters can be taken to complete clinical hours. Students are expected to complete a minimum of 90 hours (2 units) per

semester to progress in the curriculum.

** Not required for students with a furnishing number or who have completed an equivalent pharmacology course within five years.

172

CURRICULUM

APN to FNP Track MSN-Harbor/UCLA Track

Prerequisites: Statistics and Pathophysiology Prerequisites: Statistics and Pathophysiology

YEAR 1

Pre-

Communications (CGN 5000)

Pre-

Communications (CGN 5000)

Program

Physical Assess (CGN 5601)

Program

Total Units 3

Total Units 1

TERM 1

PC Management I (CGN 5401)

Health Systems I (CGN 5101)

Clinical Exp (CGN 7570)

Nursing Theory (CGN 5200)

Total Units 4

Nursing Research I (CGN 5301)

Collab. Project I (CGN 5801)

Total Units 7.5

TERM 2

PC Management II (CGN 5402)

Health Systems II (CGN 5102)

Adv. Social Syst. (CGN 5611)

Research II (CGN 5302)

Clinical Exp (CGN 7570)

Collab Project II (CGN 5802)

Total Units

4.5

TERM 3

Adv. Pharm. (CGN 5550)

Advanced Role (CGN 5850)

Prof Issues (CGN 5607)

Culminating Proj. (CGN 5990)

Adv. Apps. (CGN 5608)

Cert. Rev. (CGN 5950)

Total Units

Total Program Units

173

HONORS AND AWARDS

The following honors and awards are presented annually at the University's Honors Day ceremony in

April:

Academic Achievement Award

Spirit Award

CGN Leadership and Community Excellence Award

President's Society Award

Guy M. Allmon Scholarship Fund

Linda Fox Memorial Endowment Fund

Dean's Award

The following honors and awards are presented annually to graduates at the University's

Commencement Dinner:

FNP Primary Care Award

Class of 2000 Award

Academic Achievement Award

Class Service Award

University Graduate Award (Alumni)

Dean's Award

174

Academic Calendar

2002-2003

Semester Format (15 Week)

Thursday, Jun. 27-Monday, Jul. 1, 2002

First Preprogram Seminar (new students)

Thursday, Jul. 4, 2002

Independence Day - No classes

Friday, Jul. 5, 2002

Campus Offices Closed

Jul. 12-14, 2002

Seminar Weekend (continuing students)

Aug. 7-11, 2002

Second Preprogram Seminar (new students)

Friday, Aug. 9, 2002

Summer Semester Ends (continuing students)

Sunday, Aug. 18, 2002

Preprogram end (new students)

Monday, Aug. 19, 2002

Fall Semester Tuition Due

Monday, Sept. 2, 2002

Labor Day – No classes

Tuesday, Sept. 3, 2002

Fall Semester Begins

Sept. 27-29, 2002

Seminar Weekend

Monday, Oct. 14, 2002

Columbus Day – No classes

Nov. 1-3, 2002

Seminar Weekend

Wednesday, Nov. 27 (12:00 noon)-Sunday, Dec.

1, 2002

Thanksgiving Recess

Friday, Dec. 13, 2002

Fall Semester Ends

Monday, Jan. 6, 2003

Spring Semester Begins

Monday, Jan. 20, 2003

Martin Luther King, Jr. Day – No classes

Feb. 7-9, 2003

Seminar Weekend

Monday, Feb. 10, 2003

Spring Semester Tuition Due

Mar. 14-16, 2003

Seminar Weekend

Monday, Apr. 14, 2003

Honor’s Day

Friday, Apr. 18, 2003

Spring Semester Ends

Monday, May 5, 2003

Summer Semester Begins (continuing students)

Monday, May 26, 2003

Memorial Day – No classes

Jun. 2-6, 2003

Summer Semester Registration (new students)

Jun. 6-8, 2003

Seminar Weekend (continuing students)

TBA

Graduation

Monday, Jun. 16, 2003

Preprogram Begins (new students)

TBA

First Preprogram Seminar (new students)

Friday, Jul. 4, 2003

Independence Day – No classes

Jul. 11-13, 2003

Seminar Weekend (continuing students)

TBA

Second Preprogram Seminar (new students)

Friday, Aug. 15, 2003

Summer Semester Ends (continuing students)

Friday, Aug. 24, 2003

Preprogram Ends (new students)

175

BOARD OF TRUSTEES, ADMINISTRATION & FACULTY

WESTERN UNIVERSITY OF HEALTH SCIENCES

Board of Trustees

Warren Lawless, LHD (Hon.), Chairman

Wesley V. Boudette, DO, DEd (Hon.), FAOCR, Vice Chairman

John A. Forbing, Secretary

Ethan R. Allen, DO, DSc (Hon.), Treasurer

Philip Pumerantz, PhD, LHD (Hon.), President (ex officio)

Richard A. Bond, DO, FAAFP

Wen Chang, MBA

LaDonna Johnson, DO

Cassandra Malry, MBA

John T. McGwire, DDS

Sam Tanenbaum, PhD

Richard E. Eby, DO, FACOOG, DSc (Hon.), DEd (Hon.),

PhD (Hon.), Trustee Emeritus

Lawrence L. Leyba, DO, DEd (Hon.), Trustee Emeritus

UNIVERSITY AND ACADEMIC ADMINISTRATION

University Administration

President: Philip Pumerantz, PhD, LHD (Hon.)

Executive Vice President of Academic Affairs/Chief Academic

Officer: George Charney, DO, FAOCA, FAODME

Executive Vice President of Finance & Business: Christopher Oberg, PhD

Provost: Donald J. Krpan, DO, FACOFP

Senior Vice President, Policy and Research/Assistant to the

Executive Vice President of Academic Affairs: Gary M. Gugelchuk, PhD

Vice President, Strategic Planning and Institutional Effectiveness:

Suellen Crano, PhD

Vice President, University Advancement: Richard M. Nordin

Dean, Student Affairs: Beverly A. Guidry, EdD

Treasurer: Kevin D. Shaw

Registrar: Jeanne Hewson, MA

Assistant Vice President of University Advancement, Alumni and Constituent Relations:

Mari Penshurst-Gersten

Assistant Vice President of University Advancement, Major Gifts: Hart Roussel

Assistant Vice President of Advancement and Sponsored Programs:

Matthew D. Katz, MHA

Associate Treasurer, Finance: Joseph Ocampo

Assistant Treasurer, Fiscal Operations: Chris Crow

Director, Admissions (Allied Health, Pharmacy, Graduate Nursing):

Kathy Ford

Director, Admissions (Medicine): Susan D. Hanson

Director, Annual Giving: Laura Wensley

Director, Bookstore: Elizabeth V. Guerra

Director, Center for Academic and Professional Enhancement:

Thomas Levitan, MA

Director, Center for Disability Issues and the Health Professions:

Brenda Premo, MBA

Director, Communications: Jean Henshaw

Director, Curriculum Development, Center for Disability Issues and the

Health Professions: LeeAnne Carrothers, PhD, PT

176

Director, Financial Aid: Otto Reyer, MA

Director, Foundation Relations: Garth Clayton

Director, Health and Safety: Ron Redden

Director, Health Professions Library: Pat Vader, MS

Director, Human Resources: Sinclair Hugh, MPA, SPHA

Director, Instructional Technology & Distance Learning: Miary Andriamiarisoa

Director, Learning Enhancement & Academic Development:

David Hacker, MA

Director, Network Operations: Gary Priddy

Director, Publications: Rick Clapper

Director, Student Affairs: Toni Lawrence

Director, Events and Programs: Julie Wade

Director, University Recruitment/Strategic Enrollment

Management: Ann Ellis, MEd

Director, Willed Body Program: Niña McCoy

Alumni Dean Emerita: Janet M. Dyer

Gift Planning Specialist: James S. Williams, CFRE

Manager, Facilities: Larry Thomas

College of Osteopathic Medicine of the Pacific

Dean, College of Osteopathic Medicine: Craig J. Lenz, DO, FAODME

Associate Dean, Academic Affairs/Director of Clinical Education:

Ron Berezniak, PhD

Assistant Dean, Academic Affairs and Curriculum: Richard Winn, EdD

Chairperson, Department of Anatomy: Richard Sugerman, PhD

Chairperson, Department of Basic Medical Sciences: Robert Fiorindo, PhD

Chairperson, Department of Family Medicine: Alan D. Cundari, DO, MS

Chairperson (Acting), Department of Geriatrics: Ehab Tuppo, DO

Chairperson, Department of Internal Medicine: J. Michael Finley, DO

Chairperson, Department of Obstetrics/Gynecology: Lony C. Castro, MD

Chairperson, Department of Osteopathic Manipulative Medicine:

Raymond Hruby, DO

Chairperson, Department of Pediatrics: Frances Yang, DO

Chairperson, Department of Surgery: J. Vivian Davis III, DO

Director, Student Services: Gisele Tackoor, JD

Manager, Western University Medical Center: Joanna Varner

College of Allied Health Professions

Dean, College of Allied Health Professions: Stephanie D. Bowlin, EdD, PA-C

Chairperson, Department of Health Sciences:

Michael Burney, EdD, PA-C

Chairperson, Department of Physician Assistant Education:

Roy Guizado, MS, PA-C

Chairperson, Department of Physical Therapy Education:

Donna Redman-Bentley, PhD, PT

177

Director of Clinical Education, Department of Physical

Therapy Education: Georgeanne Vlad, MA, PT

Academic Coordinator of Clinical Education, Department of Physician

Assistant Education: Rebecca Maldonado, BS, PA-C

Coordinator, Clinical Education, Department of Physician

Assistant Education: Jane Riplog

College of Pharmacy

Dean, College of Pharmacy: Max D. Ray, PharmD, MS

Associate Dean, Academic Affairs: Wallace Murray, PhD

Assistant Dean, Graduate Education and Research: TBN

Assistant Dean, Development: Sam K. Shimomura, PharmD

Director, Advanced Professional Practice Experience: Jack Chen, PharmD

Director, Center for Drug Development: William Garner

Director, Center of Pharmacy Practice Research & Development: Katherine K. Knapp, PhD

Director, Introductory Professional Practice Experience: Craig Hitchman, BPharm

Curriculum Development and Assessment Specialist: Nancy E. Kawahara, PharmD, MS

Director, Student Services: Mark Iannuzzo

College of Graduate Nursing

Dean, College of Graduate Nursing/Director, MSN/FNP Program:

Karen Hanford, MSN, FNP, PA-C

Academic Coordinator, MSN/FNP Program: Margaret J. Rowberg, MSN, ANP-C

Assistant Program Director: Sarah Douville

College of Veterinary Medicine

Dean, College of Veterinary Medicine: Shirley D. Johnston, PhD, DVM

178

FACULTY

Hugo Arias, Assistant Professor of Pharmaceutical Sciences (2002). Lic, PhD, Universidad Nacional del

Sur

Dayle Chakerian Armstrong, Assistant Professor of Physical Therapy Education (2000). AS, BS, Mount

St. Mary's College; MS, University of Southern California.

Mary K. Bailey, Assistant Professor of Physical Therapy Education, 1999. BS, California State University,

Long Beach; MS, California State University, Fullerton.

Gerald Bales, Associate Professor of Anatomy, 1996. BA, MA, Chico State University; PhD, University of

Southern California.

Ronald Berezniak, Associate Professor of Health Professions Education, 1999. BS, Bloomsburg State

College; MA, Glassboro State College; PhD, University of Pennsylvania.

Gurupadappa V. Betageri, Professor of Pharmaceutical Sciences, 1998. BS, Karnatak University; MS,

Bangalore University; PhD, University of Alberta.

Nancy Bjerke, Assistant Professor of Physical Therapy Education, 1997. BS, Loma Linda University;

MPT, Loma Linda University.

Stephanie D. Bowlin, Associate Professor of Physician Assistant Education, 1990. BS, California State

University, Dominguez Hills; MS, College of Osteopathic Medicine of the Pacific; PA-C, Charles R. Drew

University of Medicine and Science; EdD, University of La Verne.

Michael Burney, Assistant Professor of Physician Assistant Education, 1996. BS, University of Southern

California; PA, MS, College of Osteopathic Medicine of the Pacific; EdD, University of La Verne.

Rosslynn S. Byous, Assistant Professor of Physician Assistant Education, 1991. BA, University of

California, Santa Barbara; MS, University of LaVerne; PA, Charles Drew University of Medicine and

Science; DPA, University of LaVerne.

LeeAnne Carrothers, Adjunct Associate Professor of Physical Therapy Education, 1992. BS, University of

California, Davis; MS, PT, University of Southern California; PhD, California Graduate Institute.

Lony C. Castro, Associate Professor of Obstetrics and Gynecology, 2001. BA, University of California,

San Diego; MD, University of California, San Francisco.

Casey Chaney, Associate Professor of Physical Therapy Education, 1993. BS, MS, Russell Sage College;

PhD University of Utah, College of Health.

George Charney, Professor of Surgery/Anesthesiology, 1997. BA, Brooklyn College; DO, Philadelphia

College of Osteopathic Medicine.

Jack J. Chen, Assistant Professor of Pharmacy Practice, 2000. BA, University of California, San Diego;

BS, Massachusetts College of Pharmacy and Allied Health Sciences; PharmD, University of Utah.

Eunice P. Chung, Assistant Professor of Pharmacy Practice, 1999. BS, University of California, Berkeley;

PharmD, University of California, San Francisco.

Suellen Crano, Associate Professor of Health Professions Education, 1999. BA, MA, EdS, The George

Washington University; PhD, Michigan State University.

179

Alan D. Cundari, Professor of Family Medicine, 1987. AS, University of Albuquerque; MS, College of

Osteopathic Medicine of the Pacific; DO, College of Osteopathic Medicine of the Pacific.

J. Vivian Davis III, Associate Professor of Surgery,2000. BA, MA, University of Texas, Austin; DO,

Texas College of Osteopathic Medicine; MA, William Woods University.

Jeffrey Felton, Professor of Microbiology, 1993. BS, Massachusetts Institute of Technology; PhD, Tufts

University.

J. Michael Findley, Associate Professor of Internal Medicine, 2000. BS, Michigan State University; DO,

Chicago College of Osteopathic Medicine.

Robert P. Fiorindo, Professor of Physiology, 1980. BS, Albright College; MS, University of Maryland;

PhD, University of California, Berkeley.

Duane H. Foley, Professor of Physiology, 1984. BS, University of California, Davis; PhD, University of

California, Davis.

James Dana Foster, Associate Professor of Anatomy, 2000. BS, MS, Oakland University; PhD, Temple

University.

Viola M. Frymann, Professor of Family Medicine/Osteopathic Manipulative Medicine, 1978. MB, BS,

University of London; DO, College of Osteopathic Physicians and Surgeons, Los Angeles.

Spencer B. Gilbert, Professor of Pathology, 1995. MD, Chicago Medical School.

Robert A. Graf, Assistant Professor of Pharmaceutical Sciences, 1999. AB, University of California,

Berkeley; PhD, University of Hawaii.

Lee R. Grunden, Professor of Pharmacology (Emeritus), 1980. BS Oregon State University; PhD,

University of California, San Francisco Medical Center.

Vitalita Genove Grunden, Professor of Pathology (Emerita), 1980. AA, Sillman University; MD,

University of Santa Tomas.

Gary M. Gugelchuk, Associate Professor of Health Professions Education, 1986. BA, MA, PhD, The Ohio

State University.

Beverly Guidry, Instructor of Health Professions Education, 1997. BA, MS, EdD, University of LaVerne.

Roy A. Guizado, Assistant Professor of Physician Assistant Education, 1995. PA-C, College of

Osteopathic Medicine of the Pacific; MS, Western University of Health Sciences.

Karen J. Hanford, Associate Professor of Nursing, 1997. BSN, San Francisco State University; MSN,

California State University, Chico; FNP, PA, University of North Dakota.

Rick M. Hirsh, Assistant Professor of Family Medicine, 2000. AS, Fullerton College; BS, Loma Linda

University; DO; Western University of Health Sciences.

Raymond J. Hruby, Professor of Family Medicine/Osteopathic Manipulative Medicine, 1999. BA, St.

Vincent College; DO, College of Osteopathic Medicine and Surgery; MS, West Coast University.

Carol J. Huston, Adjunct Professor of Nursing, 1998. BS, University of Iowa; MSN, California State

University, Chico; MPA, DPA, University of Southern California.

180

Christine Jacobson, Instructor of Family Medicine, 2001. BA, California State University, Fullerton; MA,

California State University, Los Angeles.

Kevin Jenkins, Professor of Internal Medicine, 1981. BS, Capital University; DO, College of Osteopathic

Medicine & Surgery.

Gary R. Johnston, Professor of Veterinary Medicine, 1999. BA, University of Washington; DVM,

Washington State University; MS, University of Minnesota.

Shirley D. Johnston, Professor of Veterinary Medicine, 1998. BS, University of Washington; DVM,

Washington State University; MS, PhD, University of Minnesota.

H. James Jones, Assistant Professor of Osteopathic Manipulative Medicine, 1997. BS, California State

University, Long Beach; DO, College of Osteopathic Medicine of the Pacific.

Anita Kay Kalousek, Assistant Professor of Family Medicine, 2000. BA, Loma Linda University; DO,

MS, College of Osteopathic Medicine of the Pacific.

Sylvia Kamath, Professor of Anatomy, 1995. MS, Bangalore University; MBBS, Madras University.

Nancy Edman Kawahara, Assistant Professor of Pharmacy Practice, 2000. PharmD, MSEd, University of

Southern California.

Jerry Kellogg, Adjunct Assistant Professor of Nursing, 1998. BA, University of California, Riverside; MA,

California State University, Los Angeles.

Nadir Khan, Professor of Microbiology, 1978. BS, DJ, Government Science College; MS, University of

Karachi; PhD, University of Missouri.

Dennis M. Kiick, Associate Professor of Biochemistry, 1995. BS, San Diego State University; PhD,

University of North Texas.

Katherine K. Knapp, Professor of Social and Administrative Sciences, 2001. BA, MA, MS, University of

Michigan; PhD, University of California, Davis.

Donald J. Krpan, Professor of Family Medicine, 1987. BS, University of Nevada; DO, University of

Health Sciences, College of Osteopathic Medicine, Kansas City.

Craig S. Kuehn, Professor of Anatomy, 1985. BS, California State Polytechnic University, Pomona; PhD,

University of Southern California.

Maria Lambros, Assistant Professor of Pharmaceutical Science, 1999. BS, University of Athens; MS,

University of Cincinnati; PhD, University of Minnesota.

Anandi V. Law, Assistant Professor of Social and Administrative Sciences, 1999. BPharm, University of

Bombay; MS, PhD, The Ohio State University.

Jennifer Le, Assistant Professor of Pharmacy Practice, 2002. BS, University of California, Los Angeles;

PharmD, University of California, San Francisco.

Craig L. Lenz, Associate Professor of Family Medicine, 1999. BSE, Princeton University; MEd,

University of Pennsylvania; DO, Philadelphia College of Osteopathic Medicine.

Jonathan Leo, Associate Professor of Anatomy, 1995. BA, MacAlister College; PhD, University of Iowa.

181

Diane Lithgow, Professor of Nursing, 1997. BS, University of California, Irvine; BSN, MSN, California

State University, Long Beach.

Rebecca Maldonado, Instructor of Physician Assistant Education (2000). BS, California State University,

Long Beach; PA, College of Osteopathic Medicine of the Pacific.

James T. Martin, Professor of Physiology and Behavioral Science, 1986. BA, West Virginia University;

MS, University of Connecticut; Dr. re. Nat., University of Munich and Max Planck Institute, Seewiesen,

Germany.

James F. May, Professor of Anatomy, 1981. BS, California State College, Los Angeles; MS, Occidental

College; PhD, University of Southern California.

Miguel A. Medina, Instructor of Physician Assistant Education, 1992. AA, East Los Angeles Junior

College; PA-C, University of Southern California.

Kenneth Mengel, Instructor of Physical Therapy Education, 2000. BA, Whittier College; MPT, University

of Southern California.

Christian G. Merkel, Professor of Biochemistry, 1979. BA, University of Cincinnati; MA, University of

California, Santa Barbara; PhD, University of Cincinnati.

Tony Mosconi, Assistant Professor of Anatomy, 1997. BS, Allegheny College; MS, PhD, Albany Medical

College.

Wallace J. Murray, Associate Professor of Pharmaceutical Sciences, 1999. BS, San Diego State

University; PhD, University of California, San Francisco.

Amelia Naccarto-Coleman, Assistant Professor of Physician Assistant Education, 1995. BA, West Virginia

University; BS, MAS, Johns Hopkins University.

Gayle H. Nelson, Professor of Anatomy (Emeritus), 1980. BA, Walla Walla College; MS, University of

Maryland; PhD, University of Michigan.

Nancy Nielsen-Brown, Instructor of Physician Assistant Education, 1995. BTh, University of La Verne;

AS, Cypress College; PA, University of Southern California.

Stephen A. O'Barr, Assistant Professor of Pharmaceutical Sciences, 1999. BS, University of California,

San Diego; PhD, Arizona State University.

Christopher Oberg, Associate Professor of Health Professions Education, 1998. BA, University of

California, San Diego; PhD, The Claremont Graduate School.

Alice Shoemaker Oglesby, Professor of Microbiology (Emerita), 1979. BS, University of Oklahoma; MA,

University of Kansas; PhD, University of California, Berkeley.

Mark P. Okamoto, Associate Professor of Social and Administrative Sciences & Pharmacy Practice, 2000.

BS, University of California, Los Angeles; PharmD, University of Southern California.

Cyrus Parsa, Professor of Pathology, 1992. BS, California State University, Northridge; DO, University of

Health Sciences, Kansas City.

Cynthia J. Pentz, Assistant Professor of Physician Assistant Education, 2002. AS, Pasadena City College;

BS, University of Southern California; MPAS, University of Nebraska.

182

Sunil Prabhu, Associate Professor of Pharmaceutical Sciences, 1996. PhD, School of Pharmacy, Western

Virginia University; BPharm, Birla Institute of Technology.

Brenda Premo, Associate Professor of Health Professions Education, 1999. BA, California State

University, Long Beach; MBA, Pepperdine University.

Lara M. Rasmussen, Assistant Professor of Veterinary Medicine, 1999. BS, DVM, University of

California, Davis; MS, University of Minnesota.

Max D. Ray, Professor of Pharmacy Practice, 1996. BS, University of South Carolina, MS, PharmD,

University of Tennessee.

David Redding, Associate Professor of Family Medicine/Osteopathic Manipulative Medicine, 1996. BS,

PT, California State University, Long Beach; DO, College of Osteopathic Medicine of the Pacific; MS,

College of Osteopathic Medicine of the Pacific.

Donna Redman-Bentley, Professor of Physical Therapy Education, 1998. BS, Pennsylvania State

University; MS, The Ohio State University; PhD, University of Southern California.

Elizabeth A. Rega, Assistant Professor of Anatomy, 2000. BA, Valparaiso University; MA, PhD,

University of Chicago.

R. Ashley Robinson, Professor of Veterinary Medicine, 1998. BVSc, University of Sydney; Dip.

Microbiol, Otago University; MPH, PhD, University of Minnesota.

Burton N. Routman, Professor of Family Medicine, 1995. BA, Johns Hopkins University; DO, University

of Osteopathic Medicine and Health Sciences.

Margaret J. Rowberg, Assistant Professor of Nursing, 2000. BSN, MSN, California State University, Long

Beach.

Stanley Saul, Professor of Surgery/Urology, 1985. BS, Albright College; DO, Philadelphia College of

Osteopathic Medicine.

Beatrice J. Saviola, Assistant Professor of Microbiology, 2002. BS, University of Delaware; PhD, The

Johns Hopkins University.

James D. Scott, Assistant Professor of Pharmacy Practice, 2000. BS, MEd, PharmD, University of Florida.

Michael A. Seffinger, Assistant Professor of Family Medicine/Osteopathic Manipulative Medicine, 1999.

BA, University of California, Santa Cruz; DO, Michigan State University.

David M. Selkowitz, Associate Professor of Physical Therapy Education, 2000. BS, State University of

New York, Buffalo; MS, Boston University; PhD, The Union Institute.

Natalie Semaan, Assistant Professor of Pharmacy Practice, 2000. BS, Portland State University; PharmD,

University of the Pacific.

Karen Shapiro, Assistant Professor of Pharmacy Practice, 2000. BA, Boston University, PharmD,

University of Southern California.

Sam Shimomura, Professor of Pharmacy Practice, 1997. PharmD, University of California, San Francisco.

Gail L. Singer-Chang, Assistant Professor of Family Medicine, 1999. BA, San Diego State University,

MA, PsyD, California School of Professional Psychology, Los Angeles.

183

Sandra Stuckey, Assistant Professor of Physical Therapy Education, 1991. BS, Michigan State University;

MA, California State University, Los Angeles; PT, Stanford University.

Ruth Ann Subach, Assistant Professor of Pharmacy Practice, 1999. BS, St. John's University; PharmD,

University of Utah.

Richard A. Sugerman, Professor of Anatomy, 1980. BA, California State University, San Diego; MS, PhD,

University of New Mexico.

Reza Taheri, Assistant Professor of Pharmacy Practice, 2000. BA, PharmD, University of Minnesota.

M. Elizabeth Towner, Adjunct Professor of Nursing, 2000. BS, Duquesne University; MSN, University of

California, San Francisco; FNP, Indiana University; PhD, University of Texas.

Carl E. Trinca, Professor of Social and Administrative Sciences, 1995. BS, MS, PhD, University of

Arizona.

Ehab Tuppo, Assistant Professor of Geriatrics/Internal Medicine, 2000. BS, MS, MA, Wayne State

University; DO Michigan State University.

Guillermo Valenzuela, Associate Professor of Obstetrics/Gynecology, 1995. MD, Catholic University

Medical School.

Georgeanne Vlad, Assistant Professor of Physical Therapy Education, 1991. BS, California State

Polytechnic University, Pomona; MA, University of California, Santa Barbara; PT, Children's Hospital,

Los Angeles.

Edward J. Wagner, Assistant Professor of Physiology, 2001. BS, University of California, Los Angeles;

PhD, Michigan State University.

Donald E. Walters, Associate Professor of Pharmacology, 2001. BS, St. Louis College of Pharmacy; PhD,

University of Louisville.

Sompon Wanwimolruk, Associate Professor of Pharmaceutical Sciences, 2001. BSc, MSc, Mahidol

University; PhD, Flinders University of South Australia.

Paul W. Willis, Jr., Assistant Professor of Family Medicine, 2001. BA, University of Southern Florida;

DO, College of Osteopathic Medicine of the Pacific.

Richard Winn, Instructor of Family Medicine, 2001. BA, Pacific Union College; MA, M.Div., Andrews

University; EdD, University of La Verne.

Siu-Fun Wong, Associate Professor of Pharmacy Practice, 1997. BS, University of California, Los

Angeles; PharmD, University of California, San Francisco.

Stanley K. Wong, Professor of Pharmacology, 1981. BS, MS, PhD, University of Wisconsin.

Annie Wong-Beringer, Associate Professor of Pharmacy Practice, 1997. PharmD, University of Southern

California, Los Angeles.

Frances Yang, Assistant Professor of Pediatrics, 1999. BS, California State Polytechnic University,

Pomona; DO, Western University of Health Sciences.

184

Bartley Yee, Assistant Professor of Family Medicine, 1999. BS, University of California, Los Angeles;

DO, Michigan State University.

Rafi Younoszai, Professor of Anatomy, 1979. BS, University of California, Berkeley; PhD, University of

Minnesota.

185

CLINICAL AND ADJUNCT FACULTY

Julie Abraham, PharmD

Assistant Professor of Pharmacy Practice

Mary L. Adair, PA-C

Instructor of Physician Assistant Education

Ross Mitchell Adams, DO

Assistant Professor of Pediatrics

Cyrus Afrasiabi, MD

Associate Professor of Internal Medicine

Afshin Afrookhteh, JD

Assistant Professor of Physician Assistant

Education

Chandrahas Agarwal, MD

Assistant Professor of Internal Medicine/

Cardiology

Vandana Agarwal, MD

Assistant Professor of Internal Medicine/

Oncology & Hematology

Luz del Carmen Aguirre, MD

Assistant Professor of Physician Assistant

Education

Joseph Aiello, DO

Assistant Professor of Family Medicine/

Osteopathic Manipulative Medicine

Laye Akinloye, PA-C

Associate Professor of Physician Assistant

Education

Murtadha Al-Marashi, MD

Associate Professor of Internal

Medicine/Neurology

Steven Alder, MD

Assistant Professor of Internal Medicine/

Pathology

John G. Alevizos, DO

Assistant Professor of Family Medicine

Brent R. Allan, MPH, DO

Assistant Professor of Family Medicine/

Osteopathic Manipulative Medicine

Ethan R. Allen, DO

Professor of Family Medicine

Larkin Allen, DO

Assistant Professor of Surgery/Ophthalmology

Robert F. Altamura, DO

Associate Professor of Internal Medicine

Louis R. Alvarez, MD, MPH

Assistant Professor of Family Medicine/

Psychiatry

M. Mark Alwan, MD

Assistant Professor of Obstetrics/Gynecology

Suyng-Hye An, PharmD

Assistant Professor of Pharmacy Practice

Deepak Anand, Ph.D.

Assistant Professor of Pharmacy Practice

Kenneth Anderson III, DO

Assistant Professor of Family Medicine

Ray E. Anderson, DO

Assistant Professor of Family Medicine

Wayne E. Anderson, DO

Assistant Professor of Internal Medicine/

Neurology

William G. Anderson, DO, FACOS

Professor of Surgery

Lawrence R Andreatta, MS

Assistant Professor of Pharmacy Practice

Elias I. Anoub, MD

Assistant Professor of

Surgery/Otorhinolaryngology

Jeffrey P. Anthony, DO

Assistant Professor of Family Medicine/

Sports Medicine

Michael D. Antos, MD

Assistant Professor of Internal Medicine/

Pediatrics

Y. Paul Aoyagi, MD

Associate Professor of Physician Assistant

Education

186

Rubina Aqueel, MD

Assistant Professor of Internal Medicine/

Endocrinology

Neal S. Archer, DO

Associate Professor of Family Medicine

John J. Aryanpur, MD

Assistant Professor of Surgery

Mohammad Aslam, MD

Assistant Professor of Internal Medicine/

Cardiology

Allison Atkinson, PA-C

Assistant Professor of Physician Assistant

Education

Gary K. Augter, MS, DO

Assistant Professor of Family Medicine/

Dermatology

Gino Aveni, PA-C

Instructor of Physician Assistant Education

Paul A. Aversano, DO

Associate Professor of Internal Medicine/

Neurology

Aziz F. Awad, DO

Assistant Professor of Family Medicine

Mg San Aye, MD

Assistant Professor of Surgery/Ophthalmology

Muhammad A. Azam, MD

Assistant Professor of Physician Assistant

Education

Richard M. Bachrach, DO

Assistant Professor of Family Medicine

Peter A. Badua, PA-C

Assistant Professor of Physician Assistant

Education

Pejman Bady-Moghaddam, DO

Assistant Professor of Physician Assistant

Education

Rana A. Bahl, MD

Associate Professor of Internal Medicine/

Cardiology

O.J. (Jerry) Bailes, DO

Professor of Family Medicine

Henry Bakhit, PhD

Assistant Professor of Pharmacy Practice

Farhan Bakir, MD, MS

Professor of Internal Medicine

Bradley A. Baldwin, DO

Assistant Professor of Surgery

Vijaya Bansal, MD

Assistant Professor of Obstetrics/Gynecology

Steven H. Barag, DO, MS

Assistant Professor of Family Medicine

Rebecca Barnett, PA-C

Assistant Professor of Physician Assistant

Education

Rodolfo Cantu Barrera, DO

Assistant Professor of Pediatrics

Connie P. Bartlett, DO

Assistant Professor of Pediatrics

Jonathan S. Bartlett, MS, RPh

Assistant Professor of Pharmacy Practice

Roy W. Bartlett, DO

Assistant Professor of Surgery/Ophthalmology

Geoffrey Baum, DO

Assistant Professor of Surgery

William Chandler Bearce, PharmD

Assistant Professor of Pharmacy Practice

Daniel J. Beavers, DO

Associate Professor of Family Medicine/

Psychiatry

Robert D. Belanger, DO

Professor of Family Medicine

Joseph W. Bell Jr., DO

Assistant Professor of Obstetrics/Gynecology

Robert B. Bell, DO

Professor of Family Medicine

Linda Beth Benaderet, DO

Professor of Internal Medicine/Oncology

187

Michael Benavidez, DO

Assistant Professor of Family Medicine

Paul Benchwick, DO

Professor of Internal Medicine

Irvin S. Benowitz, DO

Associate Professor of Family Medicine

Mark P. Berland, DO

Assistant Professor of Obstetrics/Gynecology

Yoopin Bernbrock, PharmD

Assistant Professor of Pharmacy Practice

Steven M. Beutler, MD

Assistant Professor of Internal Medicine/

Infectious Diseases

A. Raja Bhupathy, DO

Assistant Professor of Family Medicine/

Dermatology

Vellore R. Bhupathy, MD, FACOG

Associate Professor of Obstetrics/Gynecology

Henry B. Bikhazi, MD, FACS

Assistant Professor of Surgery/

Otorhinolaryngology

Lori B. Birndorf, DO

Assistant Professor of Surgery/Ophthalmology

Murray L. Black, DO

Adjunct Assistant Professor of Family Medicine

Eliot S. Blackman, DO

Assistant Professor of Family Medicine

Andre V. Blaylock, MD

Assistant Professor of Family Medicine

William A. Blee, MD

Assistant Professor of Internal Medicine

Russell C. Bloom, DO

Assistant Professor of Family Medicine

Robert J. Bohr, MD

Assistant Professor of Surgery/Orthopedics

Richard A. Bond, DO

Associate Professor of Family Medicine

Gregory R. Bonomo, MD

Assistant Professor of Internal Medicine/

Neurology

Timothy R. Borman, DO

Assistant Professor of Surgery/Orthopedics

Allen D. Bott, MD

Assistant Professor of Internal

Medicine/Neurology

James B. Boyd, MD

Assistant Professor of Family Medicine/

Emergency Medicine

Cory D. Boyles, MD

Assistant Professor of Physician Assistant

Education

John D. Branch, DO

Assistant Professor of Family Medicine

Michael Brand, MD

Assistant Professor of Internal Medicine/

Radiology

Rodney D. Brandt, MD

Assistant Professor of Surgery/Orthopedics

David A. Brauner, DO

Associate Professor of Pediatrics

Marc D. Braunstein, DO

Assistant Professor of Family Medicine

Randy J. Brazie, MD

Assistant Professor of Family Medicine/

Psychiatry

Mary Lou Breslin, MS

Adjunct Assistant Professor of Health

Professions Education

Paul C. Bressman, MD

Assistant Professor of Surgery

Sister Anne E. Brooks, DO

Associate Professor of Family Medicine

Kevin R. Brown, PharmD

Assistant Professor of Pharmacy Practice

Thomas C. Brown, PhD

Associate Professor of Family Medicine/

Behavioral Sciences

188

Karen E. Brungardt, DO

Assistant Professor of Family Medicine

Bernard Buchanan, MD

Assistant Professor of Family Medicine/

Psychiatry

Timothy W. Burke, DO

Associate Professor of Internal Medicine/

Gastroenterology

Patrick J. Burns, DO

Assistant Professor of Internal Medicine/

Neurology

Michael S. Burton, MD

Assistant Professor of Family Medicine

Robert D. Bush, MD

Assistant Professor of Family Medicine

Jay M. Butterman, DO

Assistant Professor of Family Medicine/

Psychiatry

Grethel A. Cabison, MD

Assistant Professor of Surgery/Anesthesiology

Carol T. Cahill, DO

Assistant Professor of Pediatrics

William J. Cairney, PhD

Adjunct Professor of Family Medicine

Paul H. Caldron, DO

Assistant Professor of Internal Medicine/

Rheumatology

John B. Campbell, MD

Assistant Professor of Internal Medicine/

Pathology

Dennis M. Carden, DO

Associate Professor of Obstetrics/Gynecology

Samuel A. Carlis, DO

Assistant Professor of Family Medicine

Sherie Carnegie, DO

Assistant Professor of Family Medicine

Michael A. Carnevale, DO

Assistant Professor of Internal Medicine

Dale M. Carrison, DO

Assistant Professor of Family

Medicine/Emergency Medicine

John Joseph Cassani, DO

Assistant Professor of Family Medicine

Angela Jo Castro, PA-C

Instructor of Physician Assistant Education

Mary Caizza Cerni, DO

Assistant Professor of Family Medicine

Ramon M. Cestero, MD

Associate Professor of Obstetrics/Gynecology

Mikyung Chai, BS

Assistant Professor of Pharmacy Practice

Francis Y.-M. Chan, PharmD

Assistant Professor of Pharmacy Practice

Sammy C. Chan, MD

Assistant Professor of Physician Assistant

Education

Jonathan L. Chang, MD

Assistant Professor of Surgery/Orthopedics

Laura Chang-Strauss, MD

Assistant Professor of Pediatrics

Janet Cheetham, PharmD

Assistant Professor of Pharmacy Practice

Joy H. Chen, PharmD

Assistant Professor of Pharmacy Practice

Cindy P. Cheng, PharmD

Assistant Professor of Pharmacy Practice

Kenneth S. Cheng, DO

Assistant Professor of Physician Assistant

Education

Peter F.-P. Cheng, PharmD

Assistant Professor of Pharmacy Practice

Stuart B. Chesky, DO

Professor of Obstetrics/Gynecology

Gary Lee Child, DO

Assistant Professor of Family Medicine

189

Dan Chiles, MD

Associate professor of Pediatrics

William L. Chin, DO

Assistant Professor of Internal Medicine

Fred K. Cho, PharmD

Assistant Professor of Pharmacy Practice

William T. Choctaw, MD

Associate Professor of Surgery

Michael S. Choi, MD

Assistant Professor of Surgery/Anesthesiology

Serina Chong, PharmD

Assistant Professor of Pharmacy Practice

Miriam M.-C. Chou, RPh

Assistant Professor of Pharmacy Practice

Yushu Jack Chou, MD

Assistant Professor of Physician Assistant

Education

Don L. Christensen, MD, FACS

Professor of Surgery

Lance W. Christiansen, DO

Assistant Professor of Family Medicine

Philip S. Cifarelli, MD, JD

Professor of Internal Medicine/Gastroenterology

Robin D. Clark, MD

Professor of Pediatrics/Medical Genetics

Susan J. Clark, MD

Associate Professor of Pediatrics/Endocrinology

Therese Sage Clark, PharmD

Assistant Professor of Pharmacy Practice

Trence Clark, MD

Assistant Professor of Family Medicine/

Emergency Medicine

John O. Clune, MD

Assistant Professor of Internal Medicine/

Hematology &Oncology

Ellen Clymer, EdD

Adjunct Associate Professor of Health

Professions Education

Alan L. Cohen, DO

Assistant Professor of Family Medicine

Donald A. Cohen, DO

Adjunct Assistant Professor of Physician

Assistant Education

Murray H. Cohen, DO

Professor of Internal Medicine

Robert S. Cohen, DO

Associate Professor of Internal Medicine/

Nephrology

Samantha Cohen, PA-C

Instructor of Physician Assistant Education

Steven W. Cohen, DO

Assistant Professor of Family Medicine

William C. Cohen, DO

Assistant Professor of Surgery/

Otorhinolaryngology

Wilbur Cole III, DO

Assistant Professor of Family Medicine

Stacey L. Coleman, DO

Assistant Professor of Family Medicine

Randy E. Collins, DO

Assistant Professor of Obstetrics/Gynecology

Francis L. Comunale, MD

Professor of Surgery/Anesthesiology

Ralph E. Conner, DO

Assistant Professor of Family Medicine/

Emergency Medicine

David A. Connett, DO

Associate Professor of Family Medicine

Eugene T. Conte, DO

Assistant Professor of Family Medicine/

Dermatology

Milissa A. Cooper, DO

Assistant Professor of Family Medicine

Joel B. Cooperman, DO

Associate Professor of Family Medicine

Marshall Cooperson, DO

Assistant Professor of Internal Medicine

190

M. Larry Copeland, DO

Assistant Professor of Surgery/Orthopedics

Joe Corless, MD

Associate Professor of Pediatrics

Michael Coronado, PharmD

Assistant Professor of Pharmacy Practice

Conrad A. Cox, MD

Assistant Professor of Internal Medicine

Gary W. Crawford, MD

Assistant Professor of Internal Medicine

Linda L. Crawford, DO

Assistant Professor of Family Medicine

Gary M. Critser, DO

Assistant Professor of Family Medicine

Bruce S. Cromer, PharmD

Assistant Professor of Pharmacy Practice

James A. Crosby, DO

Assistant Professor of Internal

Medicine/Neurology

Michael P. Curley, MD

Assistant Professor of Physician Assistant

Education

Jack Dabbert, MS, PT

Adjunct Assistant Professor of Physical Therapy

Education

Himmet Dajee, MD

Assistant Professor of Surgery

Maria F. Daly, DO

Assistant Professor of Family Medicine

Joseph Damiani, DO

Assistant Professor of Surgery/Plastic Surgery

Kathleen Damiani, MD

Assistant Professor of Surgery/

Otorhinolaryngology

Stephen Damiani, DO

Assistant Professor of Internal Medicine/

Endocrinology

Sid Danesh, MD

Assistant Professor of Family Medicine

Nghiem Duc Dang, MD

Assistant Professor of Surgery

Sarah G. Daum, EdD

Adjunct Associate Professor of Health

Professions Education

Bert J. (Hans) Davidson, MD, PhD

Assistant Professor of Obstetrics/Gynecology

Richard C. Davies, DO

Assistant Professor of Family Medicine

Steven E. Davis, DO, MS

Assistant Professor of Family Medicine

Anil Daya, MD

Assistant Professor of Internal Medicine

Douglas Deans, PharmD

Assistant Professor of Pharmacy Practice

James J. Dearing, DO

Assistant Professor of Family Medicine

Lori de Bold, MD

Associate Professor of Physician Assistant

Education

Lino J. de Guzman, MD

Assistant Professor of Internal Medicine/

Gastroenterology

Cheryl Delgado, PharmD

Assistant Professor of Pharmacy Practice

Ricardo E. de Napoli, DO

Assistant Professor of Family Medicine

Harry W. Depew, MD

Assistant Professor of Family Medicine

Angela de Rosa, DO

Instructor of Internal Medicine

Christian Derefield, BS, PA-C

Instructor of Physician Assistant Education

Sunita Dergalust, PharmD

Assistant Professor of Pharmacy Practice

191

Bela Desai, PharmD

Assistant Professor of Pharmacy Practice

Nilesh Desai, MD

Assistant Professor of Internal Medicine

Steven M. Deterville, MD

Assistant Professor of Family Medicine

Lorane Dick, DO

Associate Professor of Family Medicine/

Osteopathic Manipulative Medicine

Joel Dickerman, DO

Professor of Family Medicine

Dinh V. Dinh, DO

Assistant Professor of Family Medicine

Lew B. Disney, MD, PhD

Assistant Professor of Surgery

Stephen D. Docherty, DO

Assistant Professor of Family Medicine/

Emergency Medicine

Neil E. Doherty III, MD

Assistant Professor of Internal Medicine/

Cardiology

Sretenka Dokich, MD

Assistant Professor of Physician Assistant

Education

Eric J. Dolgin, DO

Assistant Professor of Family Medicine/

Osteopathic Manipulative Medicine

William C. Domb, DMD

Associate Professor of Family Medicine/

Dentistry

Thomas K. Donaldson, MD

Associate Professor of Surgery

Tennison S. Dong, MD

Assistant Professor of Surgery

Gregory J. Downs, MD

Assistant Professor of Surgery/Anesthesiology

Phat Van Du, PharmD

Assistant Professor of Pharmacy Practice

Roger D. Duber, DO

Professor of Internal Medicine/Cardiology

Patrick Duke, PA-C

Instructor of Physician Assistant Education

Ian R. Duncan, DO

Assistant Professor of Family Medicine

Sheila K. Dunlop, DO

Assistant Professor of Family Medicine

Virginia (Ginny) D. Dunn, MS, PT

Adjunct Assistant Professor of Physical Therapy

Education

Tanya T. Duong, PharmD

Assistant Professor of Pharmacy Practice

Nguyen (Andy) D. Duy, MD

Assistant Professor of Surgery/Vascular Surgery

Emily A. Ebert, MD

Associate Professor of Family Medicine

Richard E. Eby, DO

Professor of Obstetrics/Gynecology

Joel B. Edelstein, DO

Assistant Professor of Internal Medicine

Roy Egari, MD

Assistant Professor of Surgery/Urology

Hisham El-Bayer, MD

Assistant Professor of Surgery

Mohamad Eletreby, PharmD

Assistant Professor of Pharmacy Practice

Joshua D. Ellenhorn, MD

Associate Professor of Physician Assistant

Education

Dale A. Elleson, DO

Assistant Professor of Surgery/

Otorhinolaryngology

Bernard T. Elpedes, DO

Assistant Professor of Family Medicine

Larry I. Emdur, DO, PhD

Assistant Professor of Internal Medicine/

Pulmonary Medicine

192

Richard J. Emerson, DO

Professor of Surgery/Orthopedics

Paul E. Emmans Jr., DO

Assistant Professor of Family Medicine

Diane Endo-Okada, PharmD

Assistant Professor of Pharmacy Practice

Emily Engelbrecht, PharmD

Assistant Professor of Pharmacy Practice

Jack D. England, DO

Professor of Family Medicine/Emergency

Medicine

Scott Engwall, MD

Assistant Professor of Surgery

Carl M. Erikson, DO

Assistant Professor of Family Medicine

Steven Ernst, MD

Assistant Professor of Family Medicine/

Emergency Medicine

J. Yusuf Erskine, DO

Assistant Professor of Family Medicine

Brenda Espe, DO

Assistant Professor of Family Medicine

Mohammad R. Etminan, MS, RPh

Assistant Professor of Pharmacy Practice

James T. Evans, MD

Assistant Professor of Family Medicine

Thomas W. Eyler, DO

Assistant Professor of Family Medicine

Wade Faerber, DO

Associate Professor of Surgery/Orthopedics

Robert R. Fajardo, PA-C

Instructor of Physician Assistant Education

Rachel Farrell, PA-C

Instructor of Physician Assistant Education

John R. Feeney, DO

Assistant Professor of Family Medicine

Gary M. Feinberg, MD

Assistant Professor of Surgery/

Otorhinolaryngology

Michael J. Feinstein, DO

Professor of Family Medicine

Rodney J. Felber, DO

Assistant Professor of Internal Medicine

Edward M. Feldman, DO

Assistant Professor of Obstetrics/Gynecology

George Ferenczi, MD

Assistant Professor of Internal Medicine/

Gastroenterology

Carl E. Ferguson, DO

Assistant Professor of Family Medicine

Ronald B. Ferris, MD

Associate Professor of Family Medicine

Henie A. Fialkoff, MD

Assistant Professor of Pediatrics

George Fields, DO

Associate Professor of Family Medicine

Joseph P. Figlow, PharmD

Assistant Professor of Pharmacy Practice

Elizabeth Finebaum, PA-C

Instructor of Physician Assistant Education

Dan Fisher, PharmD

Assistant Professor of Pharmacy Practice

David E. Fisher, MD

Associate Professor of Physician Assistant

Education

Katherine L. Fisher, DO

Assistant Professor of Internal Medicine

Steven M. Fitzmorris, MD

Assistant Professor of Internal Medicine/

Cardiology

Bruce D. Flagg, DO

Assistant Professor of Family Medicine

Paul M. Fleiss, MD, MPH

Professor of Pediatrics

193

Stanley L.K. Flemming, DO

Associate Professor of Family Medicine

Jon W. Fong, DO

Assistant Professor of Family Medicine

Nicole Foster, PA-C, MS

Assistant Professor of Physician Assistant

Education

Tina C.S. Foster, MD

Assistant Professor of Obstetrics/Gynecology

Ali Fouladi, MD

Assistant Professor of Surgery

Paul A. Fredrick, MD

Associate Professor of Internal Medicine

Susan Lohr Freeman, PharmD

Assistant Professor of Pharmacy Practice

John B. Freitas, DO

Assistant Professor of Family Medicine

Richard Frelinger, DO

Assistant Professor of Family Medicine

Gerald Stanley Friedman, MD

Associate Professor of Family Medicine

Theodore A. Friedman, MD

Associate Professor of Internal Medicine/

Pathology

Leonard M. Fromer, MD

Assistant Professor of Family Medicine

Byron Fujimoto, MD

Assistant Professor of Internal Medicine/

Radiology

Ronald Y. Fujimoto, DO

Assistant Professor of Family Medicine

Michele Fujiokon, PharmD

Assistant Professor of Pharmacy Practice

Wendy Fukushima, PharmD

Assistant Professor of Pharmacy Practice

Geoffrey Furman, MD

Assistant Professor of Family Medicine

Mark J. Gabriel, DO

Assistant Professor of Internal Medicine/

Gastroenterology

Balu Gadhe, MD

Assistant Professor of Internal Medicine

Karen L. Gaio, MD

Assistant Professor of Obstetrics/Gynecology

John A. Gama, PharmD

Assistant Professor of Pharmacy Practice

Anil K. Gandhi, MB/BS

Assistant Professor of Family Medicine

Vinod K. Garg, MD

Assistant Professor of Surgery

James E. Garmon Jr., PA-C

Assistant Professor of Physician Assistant

Education

Ronny G. Ghazal, MD

Associate Professor of Surgery/Orthopedics

Bharati Ghosh, MD

Associate Professor of Pediatrics

Mark Gibson, PA-C

Instructor of Physician Assistant Education

Ulric Gilkes, MD

Assistant Professor of Family Medicine/

Emergency Medicine

Lawrence S. Glass, DO

Assistant Professor of Family Medicine

Jeffrey W. Glassheim, DO

Assistant Professor of Pediatrics

Reid M. Gliddon, MS, RPh

Assistant Professor of Pharmacy Practice

Justin R. Glodowski, DO

Assistant Professor of Family Medicine

Appanagari (Dev) Gnanadev, MD

Associate Professor of Surgery

Sergio Y. Go Jr, MD

Assistant Professor of Internal Medicine

194

Edward Goering, DO, MS

Assistant Professor of Family Medicine/

Osteopathic Manipulative Medicine

Stanley A. Golanty, MD

Professor of Internal Medicine

Allan P. Goldman, DO

Associate Professor of Family Medicine

Frank C. Gomez, DrPH.

Assistant Professor of Physician Assistant

Education

Myron J. Gomez, MD

Assistant Professor of Surgery/Vascular Surgery

Allen E. Gorenberg, MD

Assistant Professor of Internal Medicine/Allergy

Daniel Gorenberg, MD

Assistant Professor of Internal Medicine/Allergy

Dale J. Gorski, DO

Assistant Professor of Family Medicine

David C. Gorsulowsky, MD

Assistant Professor of Family Medicine/

Dermatology

Lawrence F. Gosenfeld, DO

Assistant Professor of Family Medicine/

Psychiatry

May M. Goto, PharmD

Assistant Professor of Pharmacy Practice

Galal S. Gough, MD

Associate Professor of Obstetrics/Gynecology

David S. Goya, DO

Assistant Professor of Internal Medicine/

Pulmonary Diseases

William M. Graham, DO

Associate Professor of Surgery

Howard Graitzer, DO

Associate Professor of Internal Medicine

Barry S. Grames, MD

Assistant Professor of Surgery

Gary A. Gramm, DO

Assistant Professor of Family Medicine

Bradley C. Grant, DO

Associate Professor of Family Medicine

David Greenberg, PA-C

Instructor of Physician Assistant Education

Gerald R. Greene, MD

Professor of Pediatrics/Infectious Diseases

Roger Greenham, PharmD

Assistant Professor of Pharmacy Practice

Fred O. Gregorian, PharmD

Assistant Professor of Pharmacy Practice

Lindy S. Griffin, DO

Assistant Professor of Family Medicine

Peter D. Grimm, DO

Associate Professor of Internal Medicine/

Oncology

James W. Groff, DO

Assistant Professor of Family Medicine/

Dermatology

Debra L. Gromacki-Blyth, PA-C

Instructor of Physician Assistant Education

Jeotsna Grover, MD

Assistant Professor of Obstetrics & Gynecology

Joel S. Grubbs, DO

Assistant Professor of Family Medicine

David Gu, DO

Assistant Professor of Internal Medicine

Edward Guerrero, PharmD

Assistant Professor of Pharmacy Practice

Gary W. Gulizia, DO

Assistant Professor of Family Medicine

Mahesh C. Gupta, MD

Assistant Professor of Internal Medicine

Suresh Gurbani, MD, PhD

Assistant Professor of Pediatrics

Thomas C. Gustafson, DO

Assistant Professor of Family Medicine

195

Richard G. Gwinn, MD

Assistant Professor of Physician Assistant

Education

Mark Haddad, PharmD

Assistant Professor of Pharmacy Practice

Angeline Hadiwidhaha, MD

Assistant Professor of Pediatrics

Thomas A. Haffey, DO

Professor of Internal Medicine/Cardiology

Samir E. Hage, DO

Assistant Professor of Obstetrics & Gynecology

David B. Hagie, DO

Assistant Professor of Family Medicine/

Osteopathic Manipulative Medicine

Stefan L.J. Hagopian, DO

Assistant Professor of Family Medicine/

Osteopathic Manipulative Medicine

Roger Hall, DO

Assistant Professor of Family Medicine

Issa Y. Hallaq, DO

Associate Professor of Internal Medicine

Norman Hamada, PharmD

Assistant Professor of Pharmacy Practice

Robert C. Hamilton, MD

Assistant Professor of Pediatrics

Curtis R. Handler, MD

Assistant Professor of Internal Medicine/

Radiology

Lofty R. Hanna, MD

Assistant Professor of Internal Medicine

Charles E. Hansing, MD

Assistant Professor of Internal Medicine/

Cardiology

Ben Hara, DPM

Professor of Family Medicine/Podiatry

W. Benson Harer, MD

Professor of Obstetrics/Gynecology

Pamela J. Harford, DO

Assistant Professor of Family Medicine

Jon Frederic Harrell, DO, FACS

Assistant Professor of Surgery

Clyde O. Harris III, MD

Assistant Professor of Surgery

Elliot A. Harris, MD

Professor of Family Medicine/Psychiatry

Imran Hasnain, MD

Assistant Professor of Internal Medicine

John R. Hawes Jr., DO

Associate Professor of Family Medicine

Todd Hee, MD

Associate Professor of Internal Medicine

Ole A. Heggeness, DO

Assistant Professor of Family Medicine

Joseph J. Helak, DO

Professor of Surgery

Helge S. Helgesen, PA-C

Instructor of Physician Assistant Education

William W. Henning, DO

Assistant Professor of Family Medicine

Joseph J. Herbert, MD

Assistant Professor of Pediatrics

Guillermo Hernandez, DO

Assistant Professor of Family Medicine

Raul Hernandez, MD

Assistant Professor of Physician Assistant

Education

Stanley S. Herr, DO

Assistant Professor of Family Medicine

Jose Francisco Herrera, MD

Associate Professor of Family Medicine

Edward A. Heusch, DO

Associate Professor of Surgery

Michael L. Hicks, BA, PA-C

Assistant Professor of Physician Assistant

Education

Miles J. Hildebrand, PharmD

Assistant Professor of Pharmacy Practice

196

Cynthia A. Hill, DO

Assistant Professor of Family Medicine

Ronald H. Hino, MD

Assistant Professor of Physician Assistant

Education

Roger Hirsh, MS, MBA

Assistant Professor of Pharmacy Practice

Craig Hitchman, BPharm

Assistant Professor of Pharmacy Practice

Jerry W. Hizon, MD

Assistant Professor of Physician Assistant

Education

George L. Hobeich, MD

Associate Professor of Internal Medicine

Timothy P. Hodges, DO

Assistant Professor of Family Medicine

Joseph O. Hoffman, DO

Associate Professor of Family Medicine

Marc A. Hoffman, DO

Assistant Professor of Family Medicine

David P. Hofheins, DO

Assistant Professor of Family Medicine

E. Carlisle Holland, DO

Assistant Professor of Family Medicine/

Osteopathic Manipulative Medicine

Philip Holman, PharmD

Assistant Professor of Pharmacy Practice

Lorin G. Holst, MD

Assistant Professor of Internal Medicine

Charles Holzner, MD

Professor of Internal Medicine

Theresa A. Hong, DO

Assistant Professor of Family Medicine

William K. Hooks III, MD

Assistant Professor of Internal Medicine/

Radiology

Fran Hopkins, PharmD

Assistant Professor of Pharmacy Practice

Katherine R. Horad, BS, PA-C

Instructor of Physician Assistant Education

Franklin Horowitz, MD

Professor of Surgery (Emeritus)

Mark Horowitz, DO

Assistant Professor of Family Medicine/

Dermatology

Joseph Hourany, MD

Assistant Professor of Internal Medicine/

Pulmonology

Bruce R. Hoyle, MD

Assistant Professor of Physician Assistant

Education

David W. P. Huang, MD

Assistant Professor of Surgery/Orthopedics

Kuo-Liang Huang, MD

Assistant Professor of Internal Medicine/

Infectious Diseases

W. Luke Huang, MD

Assistant Professor of Pediatrics

Anna O. Huh, PharmD

Assistant Professor of Pharmacy Practice

Catherine Ann Hunter, DO

Assistant Professor of Obstetrics/Gynecology

Nga N. Huynh, PharmD

Assistant Professor of Pharmacy Practice

Paul V.B. Hyde, MD

Assistant Professor of Surgery

John Hyun, PharmD

Assistant Professor of Pharmacy Practice

Robert A. Innocenzi, DO

Assistant Professor of Surgery/Ophthalmology

Anthony L. Jackson, MD

Assistant Professor of Physician Assistant

Education

Marianne B. Jacobs, DO

Assistant Professor of Internal Medicine/

Neurology

197

Arthur J. Jaffee, JD

Professor of Medical Jurisprudence

David S. James, DO

Assistant Professor of Family Medicine

Wen-Feng Jan, MD

Assistant Professor of Pediatrics/Endocrinology

Carl Jansen, MD

Professor of Internal Medicine/Radiology

Kedy Ying Jao, DO

Assistant Professor of Family Medicine

Mahmood J. Jazayeri, MD

Assistant Professor of Surgery/Orthopedics

W. Craig Jeffers, RPh

Assistant Professor of Pharmacy Practice

Richard R. Jeffries, DO

Associate Professor of Family Medicine

Kraig K. Jenson, MD

Assistant Professor of Family Medicine/

Dermatology

Debra L. Johnson, RN, NP, PA-C

Assistant Professor of Physician Assistant

Education

Elizabeth G. Johnson, PharmD

Assistant Professor of Pharmacy Practice

Eric G. Johnson, MPT

Adjunct Assistant Professor of Physical Therapy

Education

Gary R. Johnson, DO, DVM

Assistant Professor of Family Medicine

Jacqueline A. Johnson, MD

Assistant Professor of Family Medicine

John Johnson, PharmD

Assistant Professor of Pharmacy Practice

Larry Johnson, PharmD

Assistant Professor of Pharmacy Practice

Robert C. Jones, MD

Assistant Professor of Internal Medicine

Christopher Jordan, MD

Associate Professor of Surgery/ Orthopedics

Layne S. Jorgensen, DO

Assistant Professor of Family Medicine

Randal Carl Juengel, MD

Assistant Professor of Internal Medicine/

Pathology

Anthony A Juguilon, MD

Assistant Professor of Internal Medicine/

Pathology

Nami Jun, PharmD

Assistant Professor of Pharmacy Practice

Nancy R. Kahaner, DO

Assistant Professor of Obstetrics/Gynecology

June Isaacson Kailes, MSW

Adjunct Associate Professor of Health

Professions Education

Stanley A. Kaller, DO

Assistant Professor of Family Medicine

Charles L. Kaluza, DO

Associate Professor of Surgery/

Otorhinolaryngology

Steven D. Kamajian, DO

Associate Professor of Family Medicine

Frank G. Karneges, DO

Assistant Professor of Internal Medicine

Thomas J. Karras, MD

Associate Professor of Internal Medicine/

Cardiology

Andre M. Kasko, DO

Assistant Professor of Physician Assistant

Education

Hooshang Kasravi, MD

Assistant Professor of Surgery

Michael D. Kasseles, DO

Assistant Professor of Internal Medicine

Louis B. Kasunic, DO

Assistant Professor of Family Medicine

198

Lionel B. Katchem, DO

Associate Professor of Family Medicine

Lia Katz, MD

Assistant Professor of Family Medicine

Brian I. Kawahara, PharmD

Assistant Professor of Pharmacy Practice

Martin H. Kay, MD, PhD

Assistant Professor of Family Medicine/

Dermatology

Christopher Keenan, MD

Assistant Professor of Family Medicine

Lori A. Kemper, DO

Associate Professor of Family Medicine

Darlina M. Keseg-Manthei, DO

Assistant Professor of Family Medicine

Stephen E. Kessler, DO

Assistant Professor of Family Medicine/

Dermatology

Rosita Z. Kheibari, PharmD

Assistant Professor of Pharmacy Practice

Ahmed Khosrowshahi, MD

Assistant Professor of Physician Assistant

Education

Karen S. Kiefer, DO

Assistant Professor of Family Medicine/

Psychiatry

Peter V. Kilburn, DO

Professor of Surgery

Karine Kim, PharmD

Assistant Professor of Pharmacy Practice

Lauren Kim, PharmD

Assistant Professor of Pharmacy Practice

Emily A. King, PharmD

Assistant Professor of Pharmacy Practice

Hwa-Kou King, MD

Professor of Internal Medicine/Anesthesiology

Neil E. Klein, MD

Assistant Professor of Surgery/Plastic &

Reconstructive

Calvin N. Kobluk, DVM, DVSc

Professor of Veterinary Medicine

Johannes Koch, MD

Assistant Professor of Internal Medicine

Sandra Kochaon, BS, PA-C

Instructor of Physician Assistant Education

Shahrokh Kohanim, DO

Assistant Professor of Family Medicine

Benjamin L. Konell, DO

Assistant Professor of Family Medicine

Choon Won Koo, MD

Assistant Professor of Obstetrics/Gynecology

Mark S. Kosins, MD

Professor of Family Medicine/Psychiatry

Dana Kosmala, DO

Assistant Professor of Pediatrics

Richard T. Kotomori, Jr., MD

Assistant Professor of Family Medicine

John C. Koumas, DO

Associate Professor of Family Medicine

Thomas Koumas, MD

Associate Professor of Family Medicine

Alan P. Kratz, MD

Assistant Professor of Surgery/Ophthalmology

David E. Kreshek, MD

Assistant Professor of Surgery

Divakar R. Krishnareddy, MD

Assistant Professor of Surgery/Orthopedics

Pamela C. Krochalk, DrPH.

Professor of Physician Assistant Education

Ellen B. Kruusmagi, MD

Assistant Professor of Family Medicine

Vanessa J. Kumpf, PharmD

Assistant Professor of Pharmacy Practice

Donald J. Kurth, MD

Assistant Professor of Family Medicine/

Emergency Medicine

199

Michael Z. Kurtz, DO

Assistant Professor of Family Medicine

Veronika R. Kurucz, MD

Assistant Professor of Internal Medicine

Mary Jo Kutler, DO

Assistant Professor of Pediatrics

Albert I. Kwan, PharmD

Assistant Professor of Pharmacy Practice

Eugene L. Kwong, MD

Assistant Professor of Family Medicine/

Emergency Medicine

Grant Lackey, PharmD

Assistant Professor of Pharmacy Practice

Jennifer Lackey, PharmD

Assistant Professor of Pharmacy Practice

Linda D. Lafferty, DO, MS

Associate Professor of Family Medicine

Elizabeth M. Laine, PA-C

Instructor of Physician Assistant Education

James M. Lally, DO, MS

Assistant Professor of Family Medicine

Peter Lam, BS

Assistant Professor of Pharmacy Practice

Richard E. Land, DO

Associate Professor of Family Medicine/

Psychiatry

Carol L. Lang, DO

Assistant Professor of Family Medicine

Elizabeth C. Laqui, MD

Assistant Professor of Physician Assistant

Education

Lawrence A. Larson, DO

Assistant Professor of Pediatrics

Laurence J. Lasky, MD

Assistant Professor of Family Medicine

David M. Laufer, PharmD

Assistant Professor of Pharmacy Practice

Ronald E. Lazar, MD

Assistant Professor of Internal Medicine/

Anesthesiology

Arthur J. Lazik, MD, PhD

Assistant Professor of Internal Medicine/

Cardiology

Ha M. Le, MD

Assistant Professor of Internal Medicine/

Radiology

Peter C. Le Port, MD

Assistant Professor of Surgery

Scott C. Lederhaus, MD

Assistant Professor of Surgery

Carol Hyeun Lee, MD

Assistant Professor of Family Medicine/

Emergency Medicine

Eun Hee Lee, PharmD

Assistant Professor of Pharmacy Practice

James T. Lee, DO

Associate Professor of Family Medicine

Jongmi Lee, PharmD

Assistant Professor of Pharmacy Practice

Laura E. Lee, PharmD

Assistant Professor of Pharmacy Practice

Thomas T. Lee, MD, FACOG

Assistant Professor of Obstetrics/Gynecology

William Y.W. Lee, DO

Assistant Professor of Family Medicine

David P. Leibel, DO

Assistant Professor of Surgery/Urology

Steven Leifheit, DO

Assistant Professor of Family Medicine

John F. Lennox, DO

Associate Professor of Obstetrics/Gynecology

Catherine Jones Lesnick, MS, PT

Adjunct Assistant Professor of Physical Therapy

Education

William R. Letendre Sr, MS, MBA

Adjunct Professor of Pharmaceutical Sciences

200

David Z. Levine, DO

Assistant Professor of Family Medicine

M. Richard Levinson, DO

Assistant Professor of Pediatrics

Gwen A. Levitt, DO

Assistant Professor of Family Medicine/

Psychiatry

Elaine Levy, BS

Assistant Professor of Pharmacy Practice

David O. Lewis, MD

Assistant Professor of Family Medicine

Judith L. Lewis, DO

Assistant Professor of Family Medicine

Sherman N. Lewis, DO

Assistant Professor of Surgery/Plastic &

Reconstructive

Lawrence Leyba, DO

Professor of Surgery/Anesthesiology

David Y. Li, DO

Assistant Professor of Internal

Medicine/Radiology

Robert Ligorsky, DO

Associate Professor of Internal Medicine/

Hematology and Oncology

Joseph L. Lillo, DO

Assistant Professor of Family Medicine/

Osteopathic Manipulative Medicine

Alice Lim, PharmD

Assistant Professor of Pharmacy Practice

Raymond Limansky, MD

Associate Professor of Obstetrics/Gynecology

Howard B. Limmer, DO

Associate Professor of Family Medicine

Augustin Lin, DO

Assistant Professor of Family Medicine

Matthew Y.C. Lin, MD

Assistant Professor of Surgery/Orthopedics

Leonard M. Linde, MD

Professor of Pediatrics

Cathleen Lindsay, DO

Assistant Professor of Family Medicine/

Osteopathic Manipulative Medicine

Ronald Liskanich, DO

Assistant Professor of Family Medicine/

Dermatology

Patricia Liu, PharmD

Assistant Professor of Pharmacy Practice

Sol Lizerbram, DO

Professor of Family Medicine

David A. Lyon, DO, DSc

Assistant Professor of Internal Medicine

Hedy C. Loa, MD

Assistant Professor of Internal Medicine/

Geriatrics

William T. Long, MD

Assistant Professor of Physician Assistant

Education

Paul K. Longmore, PhD

Adjunct Professor of Health Professions

Education

Christopher Lopatosky, PA-C

Assistant Professor of Physician Assistant

Education

Felice L. Loverso, Ph.D.

Assistant Professor of Health Professions

Education

Nelman C. Low, MD

Assistant Professor of Surgery/

Otorhinolaryngology

Kenneth Luck, PharmD

Assistant Professor of Pharmacy Practice

Bing Keung Kum, PharmD

Assistant Professor of Pharmacy Practice

Grant Lum, PharmD

Assistant Professor of Pharmacy Practice

Lisa M. Lupo, MD

Assistant Professor of Obstetrics/Gynecology

201

Hector F. Luque, DO

Assistant Professor of Internal Medicine

Pamela Renee Archer Lux, DO

Assistant Professor of Family Practice/

Emergency Medicine

Marc E. Lynch, DO

Assistant Professor of Surgery/Anesthesiology

Alfred C. Ma, MD, PhD, MBA

Professor of Internal Medicine/Anesthesiology

Richard H. Mabie, MD

Assistant Professor of Pediatrics

Daryl K. MacCarter, MD

Assistant Professor of Internal Medicine/

Rheumatology

F. Roy MacKintosh, MD, PhD

Professor of Internal Medicine

Gregory R. Maddex, DO

Assistant Professor of Family Medicine

Julie Madorsky, MD

Professor of Family Medicine/Physical Medicine

and Rehabilitation

Lon Madsen, DO

Assistant Professor of Family Medicine

Harold I. Magoun Jr., DO

Professor of Family Medicine/Osteopathic

Manipulative Medicine

Michael J. Mahon, DO

Associate Professor of Family Medicine/

Dermatology

Mark B. Maine, MSHSA

Instructor of Health Professions Education

Lisa L. Majer, DO

Assistant Professor of Family Medicine/Sports

Medicine

Manisha M. Malavia, PharmD

Assistant Professor of Pharmacy Practice

Samuel A. Malayan, MD, PhD

Assistant Professor of Internal Medicine

Barry D. Malina, DO

Assistant Professor of Family Medicine/

Osteopathic Manipulative Medicine

Ronald S. Mandel, DO

Assistant Professor of Family Medicine

John F. Manfredonia, DO

Assistant Professor of Family Medicine

Andrew J. Manos, DO

Associate Professor of Family Medicine

Rudy R. Manthei, DO

Assistant Professor of Surgery/Ophthalmology

Scott E. Manthei, DO

Assistant Professor of Surgery/

Otorhinolaryngology

Krishna N. Manvi, MD

Associate Professor of Internal Medicine/

Cardiology

Charles M. Maples, DO

Assistant Professor of Family Medicine

Shoaib U. Maqvi, MD

Assistant Professor of Internal Medicine

Calvin Marantz, MD

Associate Professor of Internal Medicine/

Pathology

Rod Marchiando, PharmD

Assistant Professor of Pharmacy Practice

Dante E. Marinelli, MD

Associate Professor of Surgery/Urology

Kevin F. Mark, PharmD

Assistant Professor of Pharmacy Practice

Steven Marks, DO

Assistant Professor of Internal Medicine

David E. Marshburn, DO

Assistant Professor of Surgery/Ophthalmology

Michael J. Martelli, DO

Associate Professor of Family Medicine

Katherine A. Martin, DO

Assistant Professor of Family Medicine

202

Timothy B. Martin, DO

Assistant Professor of Family Medicine

Kathryn Martinazzi, PharmD

Assistant Professor of Pharmacy Practice

Robert V. Mason, DVM, MS

Associate Professor of Veterinary Medicine

James D. Matiko, MD

Associate Professor of Surgery/Orthopedics

Karol K. Matsune, PharmD

Assistant Professor of Pharmacy Practice

H. Preston Matthews, DO

Assistant Professor of Family Medicine

Robert J. Maurer, DO

Associate Professor of Pediatrics

C. L. McArthur III, MD, MBA

Associate Professor of Family Medicine/

Emergency Medicine

Melissa McCourt, BS, RPh

Assistant Professor of Pharmacy Practice

Shari F. McDaniel, BS, RPh

Assistant Professor of Pharmacy Practice

Edward P. McDermott, DO

Assistant Professor of Surgery/Orthopedics

Sharon S. McGarrity, DO

Assistant Professor of Family Medicine

Maj. Thomas A. McGerty, DO

Assistant Professor of Pediatrics

William H. McGhee, MD

Professor of Family Medicine/Psychiatry

Paul McHugh, DO

Assistant Professor of Family Medicine

Kelly L. McKerahan, DO

Assistant Professor of Family Medicine

Ronald L. McKibben, PharmD

Assistant Professor of Pharmacy Practice

Cori A. McMahon, PA-C, MSEd

Assistant Professor of Physician Assistant

Education

Matthew J. McMahon, DO

Assistant Professor of Internal Medicine/

Cardiology

John M. Medeiros, PhD, PT

Assistant Professor of Surgery/Orthopedics

Luz Patricia Medina, MD

Assistant Professor of Physician Assistant

Education

Fred Meister, PharmD

Assistant Professor of Pharmacy Practice

James J. Mendola, DO

Professor of Surgery/Otorhinolaryngology

Max Mener, MD

Assistant Professor of Family Medicine/

Emergency Medicine

Norman S. Merchant, MD

Associate Professor of Obstetrics/Gynecology

Clifford D. Merkel, MD

Associate Professor of Surgery/Orthopedics

Donna Merrigan, PharmD

Assistant Professor of Pharmacy Practice

Frank J. Metzger, DO

Professor of Internal Medicine

Barry S. Meyer, DO

Assistant Professor of Internal Medicine

Wafa F. Michael, MD

Assistant Professor of Internal Medicine/

Pathology

Constantine A. Michas, MD, MPH

Assistant Professor of Surgery

Alexander Miller, MD

Assistant Professor of Family Medicine/

Dermatology

Howard G. Milstein, MD

Assistant Professor of Family Practice/

Dermatology

John S. Missanelli, DO

Professor of Obstetrics/Gynecology

203

Gary S. Mono, DO

Assistant Professor of Surgery

Louis H. Monty, MD

Assistant Professor of Family Medicine/

Psychiatry

Robert L. Moody, DO

Assistant Professor of Family Medicine

Sylvia Moore, PharmD

Assistant Professor of Pharmacy Practice

Cheryl L. Morell, MD

Assistant Professor of Pediatrics

Candis Morello, PharmD

Assistant Professor of Pharmacy Practice

Cynthia Moreno, DO

Instructor of Osteopathic Manipulative Medicine

Jorge L. Moreno, DO

Assistant Professor of Osteopathic Manipulative

Medicine

James A. Morrow, DO

Assistant Professor of Family Medicine

Glynnis M. Morton, MD

Assistant Professor of Obstetrics/Gynecology

Bassam Mouazzen, MD

Assistant Professor of Internal Medicine

Angela K. Moultrie-Lizana, DO

Assistant Professor of Family Medicine

M. Kenneth Mudge, MB, ChB

Professor of Surgery/Orthopedics

Sharon K. Muenchow, MD

Assistant Professor of Surgery/Pediatrics

Moses T. Mukai Jr., DO

Assistant Professor of Obstetrics/Gynecology

Pramod Multani, MD

Assistant Professor of Internal Medicine/

Cardiology

Debra Foreman Munsell, PA-C

Associate Professor of Physician Assistant

Education

Wadsworth H. Murad, DO

Assistant Professor of Family Medicine/

Psychiatry

Vellore G. Muraligopal, MD

Associate Professor of Pediatrics

John Lamont Murdoch, MD

Professor of Internal Medicine

Ronald E. Nagata Jr, PharmD

Assistant Professor of Pharmacy Practice

Mohan S. Nair, MD

Associate Professor of Family Medicine/

Psychiatry

G. Nalinajith Nanayakkara, MD

Assistant Professor of Obstetrics/Gynecology

Christopher Nee, PharmD, MBA

Assistant Professor of Pharmacy Practice

J. Michael Nelson, DO

Assistant Professor of Family Medicine/

Emergency Medicine

Robert G. Nelson, MD

Assistant Professor of Physician Assistant

Education

William E. Newsome, MD

Associate Professor of Internal Medicine

Anh Ngoc Nguyen, MD

Assistant Professor of Family Medicine/

Emergency Medicine

Brigitte Nguyen, PharmD

Assistant Professor of Pharmacy Practice

Dana Huong Nguyen, PharmD

Assistant Professor of Pharmacy Practice

Khiem Thanh Nguyen, PharmD

Assistant Professor of Pharmacy Practice

Lan-Phuong Nguyen, PharmD

Assistant Professor of Pharmacy Practice

Nhut M. Nguyen, BSc, RPh

Assistant Professor of Pharmacy Practice

204

Phong K. Nguyen, MD

Assistant Professor of Physician Assistant

Education

Phuong Nguyen, PharmD

Assistant Professor of Pharmacy Practice

Thi Nguyen, BS

Assistant Professor of Pharmacy Practice

Trang T. Nguyen, PharmD

Assistant Professor of Pharmacy Practice

Trinh T. Nguyen, PharmD

Assistant Professor of Pharmacy Practice

Tuan Duc Nguyen, BS, RPh

Assistant Professor of Pharmacy Practice

Tuyen Ngoc Nguyen, PharmD

Assistant Professor of Pharmacy Practice

Karen J. Nichols, DO

Associate Professor of Internal Medicine

Peter J. Niciforos, MD

Assistant Professor of Family Medicine

Reid A. Nishikawa, PharmD

Assistant Professor of Pharmacy Practice

Andre M. Noe, MD

Assistant Professor of Physician Assistant

Education

James W. Norcross, DO

Assistant Professor of Family Medicine

Robert E. Norcross, MD

Associate Professor of Surgery

Jeffrey C. Northup, DO

Associate Professor of Obstetrics/Gynecology

William H. Nuesse, MD

Assistant Professor of Family Medicine

Chinyere N. Obasi, MD

Instructor of Surgery/Neurosurgery

Zaida Olivia Obeso, MD

Associate Professor of Family Medicine

Udoh O. Obioha, MD

Assistant Professor of Family Medicine/

Emergency Medicine

Cynthia Odegard, PharmD

Assistant Professor of Pharmacy Practice

So-Jeong Oh, PharmD

Assistant Professor of Pharmacy Practice

Ikechukwu Ohiaeri, MD

Assistant Professor of Family Medicine/

Psychiatry

Joseph L. Olivarez, PA-C

Instructor of Physician Assistant Education

Terrence Olivier, PharmD

Assistant Professor of Pharmacy Practice

Daniel Olson, DO

Assistant Professor of Family Medicine

Robert W. Olson, DO

Assistant Professor of Internal Medicine/

Cardiology

Edward Onuma, MD

Assistant Professor of Internal Medicine/

Gastroenterology

Stephen Eric Osburn, MD

Assistant Professor of Pediatrics

Mark P. Owens, MD

Associate Professor of Surgery

Edward E. Packer, DO

Associate Professor of Pediatrics

Jeffrey Packer, DO

Assistant Professor of Internal Medicine/

Nephrology

James A. Padova, MD

Assistant Professor of Internal Medicine

Joseph T. Palermo Jr., DO

Associate Professor of Internal Medicine

Shi-Hui Pan, PharmD, MS

Assistant Professor of Pharmacy Practice

205

George C. Parides, DO

Assistant Professor of Internal Medicine/

Pulmonary Diseases

Heran Angela Park, MD

Assistant Professor of Pediatrics

Samuel Kyung Uk Park, MD

Assistant Professor of Family Medicine

Dennis R. Parker, DO

Assistant Professor of Family Medicine

Richard A. Parker, DO

Assistant Professor of Family Medicine/Sports

Medicine

David M. Parrack, DO

Assistant Professor of Surgery/Urology

Anjana Patel, PharmD

Assistant Professor of Pharmacy Practice

Neemish N. Patel, PharmD

Assistant Professor of Pharmacy Practice

Michael Pavlovich, PharmD

Assistant Professor of Pharmacy Practice

Daniel D. Pearce, DO

Assistant Professor of Family Medicine

David J. Peck, DO

Assistant Professor of Family Medicine

Lydia Percy, PharmD

Assistant Professor of Pharmacy Practice

Luis Jesus Mejia Perez, MD

Assistant Professor of Physician Assistant

Education

Robert G. Peterson, MD

Assistant Professor of Family Medicine

Warren A. Peterson, DO

Assistant Professor of Family Medicine/

Dermatology

Sara D. Petry, MD

Assistant Professor of Family Medicine/

Psychiatry

Beverly Pettit, PharmD

Assistant Professor of Pharmacy Practice

John Pettit, MD

Assistant Professor of Surgery

William J. Pevsner, DO

Assistant Professor of Family Medicine

Anthony Pham, MD

Assistant Professor of Physician Assistant

Education

Thang Pham, MD

Assistant Professor of Physician Assistant

Education

Hai Phan, MD

Assistant Professor of Internal Medicine/

Nephrology

Craig M. Phelps, DO

Associate Professor of Family Medicine/Sports

Medicine

Mitchel E. Phillips, DO, MS

Assistant Professor of Family Medicine

Wendell B. Phillips, DO

Assistant Professor of Family Medicine

John R. Piconi, MD

Assistant Professor of Surgery/Urology

Allyn M. Pierce, DO

Associate Professor of Obstetrics/Gynecology

Harry A. Pierce, DO

Associate Professor of Internal Medicine

Remy A. Piibe, MD

Assistant Professor of Family Medicine/

Emergency Medicine

Ronald E. Pinkerton, MD

Professor of Family Medicine

Lynne B. Pirie, DO

Assistant Professor of Family Medicine/Sports

Medicine

Richard T. Pitts, DO

Associate Professor of Family Medicine/

Emergency Medicine

M. Jay Porcelli, DO, MS

Professor of Family Medicine

206

Gregson J. Porteous, DO

Assistant Professor of Surgery/Anesthesiology

Stuart Brent Porter, DO

Assistant Professor of Family Medicine

Larry Potts, MD

Assistant Professor of Family Medicine/

Emergency Medicine

Michael A. Pousti, MD

Assistant Professor of Surgery/Plastic and

Reconstructive

Michael J. Powell, DO

Assistant Professor of Internal Medicine/

Rheumatology

Vance M. Powell, DO

Assistant Professor of Obstetrics/Gynecology

Na’Imah D. Powell-Williams, MD

Assistant Professor of Physician Assistant

Education

Venu Prabaker, MD

Associate Professor of Internal Medicine

Arudi L. Prabhakar, MD

Assistant Professor of Surgery

William J. Previte, DO

Assistant Professor of Surgery/

Orthopedics/Sports Medicine

Todd O. Primack, DO

Assistant Professor of Surgery/Anesthesiology

Charles Edward Pritchard Jr., DO

Assistant Professor of Pediatrics

Andrew S. Pumerantz, DO

Assistant Professor of Internal Medicine

Mark Purnell, MD

Assistant Professor of Surgery/Orthopedics

Paul A. Pyka, DO

Associate Professor of Obstetrics/Gynecology

John F. Quinn, MD

Assistant Professor of Family Medicine

Robert Quint, PharmD

Assistant Professor of Pharmacy Practice

David C. Rabinowitz, DO

Professor of Internal Medicine/Pulmonary

Medicine

Richard L. Ragle, DO

Assistant Professor of Family Medicine

Stephen R. Rakower, MD

Associate Professor of Surgery

Laura T. Rampil, DO

Assistant Professor of Family Medicine

John F. Randolph, MD

Associate Professor of Family Medicine

Lawrence D. Raphael, MD

Associate Professor of Internal Medicine

Hugo F. Rauld, MD

Assistant Professor of Obstetrics & Gynecology

Niren A. Raval, DO

Assistant Professor of Family Medicine

Simon Reyhanabad, MD

Assistant Professor of Physician Assistant

Education

Carl A. Recine, MD

Assistant Professor of Internal Medicine/

Radiology

Joe W. Redd, DO

Assistant Professor of Family Medicine

Linda Reynolds, PharmD

Assistant Professor of Pharmacy Practice

David E. Rhodes, MD

Assistant Professor of Family Medicine

Terence P. Rhone, DO

Assistant Professor of Internal Medicine

E. Lee Rice, DO

Professor of Family Medicine/Sports Medicine

Robin (Rob) L. Richardson, DO

Assistant Professor of Family Medicine

Joel S. Richmon, MD

Assistant Professor of Internal Medicine/

Neurology

207

Ronald D. Richmond, MD

Assistant Professor of Physician Assistant

Education

Jerome B. Riebman, MD

Associate Professor of Surgery

Jeffrey D. Ries, DO

Associate Professor of Internal Medicine/

Neurology

Donna Rios, BS, PA-C, RN

Instructor of Physician Assistant Education

Albert Rizos, PharmD

Assistant Professor of Pharmacy Practice

Andrea A. Roberson, DO

Assistant Professor of Family Medicine

Natalie Roberts, DO

Assistant Professor of Internal Medicine

Ward A. Robidart, PA-C

Instructor of Physician Assistant Education

Mark I. Robinson, MD

Assistant Professor of Internal Medicine/

Pulmonology

Zenia Robinson, PA-C

Assistant Professor of Physician Assistant

Education

Robert Robitaille, DO

Assistant Professor of Family Medicine

Tari L. Roche, DO

Assistant Professor of Family Medicine

Arturo Rodrigues, PA-C

Instructor of Physician Assistant Education

Jose L. Rodriguez, MD

Professor of Surgery

Jose L. Rodriguez, MD

Assistant Professor of Surgery

Michael J. Rodriguez, MD

Professor of Surgery

Michael L. Rohrenback, DO

Assistant Professor of Family Medicine

Lorenzo Romney, DO

Assistant Professor of Family Medicine

Andrew J. Rooks, MD

Professor of Family Medicine/Psychiatry

Marc R. Rose, MD

Assistant Professor of Surgery/Ophthalmology

Michael R. Rose, MD

Assistant Professor of Surgery/Ophthalmology

Mark E. Rosen, DO

Assistant Professor of Family

Medicine/Osteopathic Manipulative Medicine

Alan S. Rosenthal, DO

Professor of Internal Medicine

Melvyn B. Ross, MD

Assistant Professor of Internal Medicine/

Cardiology

Phyllis M. Ross, PA-C

Instructor of Physician Assistant Education

Timothy J. Roth, DO

Assistant Professor of Family Medicine

Horst R. Rudrich, DO

Assistant Professor of Family Medicine

Michael Rudolph, MD

Assistant Professor of Family Medicine/

Emergency Medicine

Michael N. Rutman, DO

Assistant Professor of Internal Medicine

David M. Ryan, DO

Assistant Professor of Family Medicine

Thomas K. Ryu, DO

Assistant Professor of Family Medicine/

Emergency Medicine

Shida Saam, DO

Assistant Professor of Family Medicine

Lovina Sabnani, DO

Assistant Professor of Surgery/Ophthalmology

Suresh Sabnani, DO

Assistant Professor of Family Medicine

208

Mazin Q. Sabri, MD

Assistant Professor of Surgery/Orthopedics

Michael Sachs, DO

Assistant Professor of Internal Medicine

Steven Sackrin, MD

Assistant Professor of Internal Medicine

Gurbinder S. Sadana, MD

Assistant Professor of Internal Medicine

Richard I. Sakai, PharmD

Assistant Professor of Pharmacy Practice

Conrad Salinas, MD

Associate Professor of Family Medicine/

Emergency Medicine

Christopher James Sando, PharmD

Assistant Professor of Pharmacy Practice

David Saperia, MD

Assistant Professor of Physician Assistant

Education

David J. Saperstein, DO

Professor of Internal Medicine/Radiology

Phisit Saphyakhajon, MD

Assistant Professor of Pediatrics

Jan O. Sarkin, MD

Associate Professor of Surgery

Arthur Saroughian, PharmD

Assistant Professor of Pharmacy Practice

Marcus Sasiadek, PharmD

Assistant Professor of Pharmacy Practice

Sampat S. Saste, MD

Assistant Professor of Internal Medicine

John D. Schaeffer, DO

Assistant Professor of Internal Medicine/

Neurology

Irving Schaffner, MD

Assistant Professor of Family Medicine

Hershel Schaftel, PharmD

Assistant Professor of Pharmacy Practice

Ivan B. Schatz, MD

Assistant Professor of Family Medicine/

Emergency Medicine

Kenneth Schell, PharmD

Assistant Professor of Pharmacy Practice

Kenneth C.J. Scherbarth, DO

Assistant Professor of Family Medicine

Clifton S. Schermerhorn, MD

Associate Professor of Family Medicine/

Psychiatry

Mark D. Schneider, DO

Associate Professor of Family Medicine

Robert B. Schorr, DO

Assistant Professor of Pediatrics/Psychiatry

Andrew O. Schreiber, MD

Assistant Professor of Internal Medicine/

Neurology

Saul E. Schreiber, DO

Associate Professor of Family Medicine/

Dermatology

Robert C. Schreiman, MD

Assistant Professor of Family Medicine

Lawrence Schuyler, DO

Assistant Professor of Family Medicine

Ernest R. Schwab, PhD

Adjunct Associate Professor of Physical

Therapy Education

Paul E. Schwartz, MD

Associate Professor of Physician Assistant

Education

Charles Schwengel, DO

Assistant Professor of Family Medicine

James H. Scott, DO

Assistant Professor of Family Medicine

Kendall G. Scott, MD

Associate Professor of Physician Assistant

Education

David Searle, RPh

Assistant Professor of Pharmacy Practice

209

Martin T. Sechrist, DO

Associate Professor of Family Medicine

David Sellen, DMin

Associate Professor of Health Professions

Education

Avedik Semerjian, MD

Assistant Professor of Internal Medicine/

Nephrology

Manohar R. Senra, MD

Assistant Professor of Internal Medicine

Michael A. Sequeira, MD

Assistant Professor of Physician Assistant

Education

Stephen R. Severance, MD

Associate Professor of Internal Medicine/

Gastroenterology

Conrado C. Sevilla III, MD

Assistant Professor of Family Medicine/

Psychiatry

Baljit K. Sharma, MD

Assistant Professor of Surgery/Cardiothoracic

Robert C. Sharp, MD

Professor of Pediatrics

Frank P. Sheridan, MD

Assistant Professor of Internal Medicine/

Pathology

Julie Ann Sherman, DO, MS

Assistant Professor of Family Medicine

Christan T. Shimoda, DO

Associate Professor of Family Medicine

Kathleen Jane Shimoda, RN

Assistant Professor of Family Medicine

Amy Y. Shin, PharmD

Assistant Professor of Pharmacy Practice

Dong-Soo Shin, MD

Assistant Professor of Surgery

William L. Shoemaker, DO

Assistant Professor of Surgery/Orthopedics

Henrietta (Hennie) B. Sholars, DO

Assistant Professor of Family Medicine/

Osteopathic Manipulative Medicine

Victoria Lynn Shook, MD

Assistant Professor of Physician Assistant

Education

Randall G. Shue, DO

Assistant Professor of Family Medicine

Annie Shugarman, PA-C

Assistant Professor of Physician Assistant

Education

Javed Siddiqi, MD

Assistant Professor of Surgery/Neurosurgery

John L. Sie, PharmD

Assistant Professor of Pharmacy Practice

Antonio R. Silva, MD

Assistant Professor of Surgery/Oncology

Arnold Sin, MD

Assistant Professor of Family Medicine/

Emergency Medicine

Ravinder P. Singh, MD

Assistant Professor of Family

Medicine/Psychiatry

Tejinder Singh, MD

Assistant Professor of Internal Medicine

Prem Singla, MD

Associate Professor of Family Medicine

C. Paul Sinkhorn, MD

Assistant Professor of Obstetrics/Gynecology

Harry B. Skinner, MD, PhD

Professor of Physician Assistant Education

Daniel M. Skotte Sr., DO

Assistant Professor of Family Medicine

Carl M. Smith, MD

Professor of Internal Medicine/Radiology

Carl W. Smith, MD

Assistant Professor of Surgery/Orthopedics

210

David E. Smith, MD

Professor of Family Medicine/Addiction

Medicine

Keith U. Smith, DO

Assistant Professor of Internal Medicine/

Anesthesiology

Kenneth R. Smith, DO

Assistant Professor of Family Medicine

Larry D. Smith, DO

Assistant Professor of Internal Medicine

Wyatt S. Smith, DO

Assistant Professor of Internal Medicine/

Hematology & Oncology

Dorian D. Snyder, MD

Assistant Professor of Family

Medicine/Emergency Medicine

Mehrzad M. Soleimani, DO

Assistant Professor of Family Medicine

Hamilton M. Solomon, PhD

Adjunct Assistant Professor of Physical Therapy

Education

Joseph K. Song, MD

Assistant Professor of Internal

Medicine/Cardiology

Willes Wolfe Sonnefield, MA, PT

Adjunct Assistant Professor of Physical Therapy

Education

Andrei Soran, MS

Assistant Professor of Health Professions

Education

Rose M. Sparks, BS, RPh

Assistant Professor of Pharmacy Practice

Trang Huong Sparks, PA-C, BS

Instructor of Physician Assistant Education

Michelle Spencer, PharmD

Assistant Professor of Pharmacy Practice

Richard Spini, PharmD

Assistant Professor of Pharmacy Practice

Yemelyan L. Spivak, MD

Assistant Professor of Surgery

Ruth Stanhiser, MD

Assistant Professor of Family Medicine

Robert A. Steedman, MD

Associate Professor of Surgery

Lisa M. Steffensen-Gambrath, DO

Assistant Professor of Family Medicine

Paul J. Steier, DO

Assistant Professor of Family Medicine

Michael A. Steingard, DO

Assistant Professor of Surgery/ Orthopedics

Paul M. Steingard, DO

Professor of Family Medicine/Sports Medicine

Scott A. Steingard, DO

Assistant Professor of Family Medicine

John C. Steinmann, DO

Associate Professor of Surgery/Orthopedics

Craig Stephen Stern, PharmD, MBA

Assistant Professor of Pharmacy Practice

Gloria J. Stevens, MD

Assistant Professor of Family

Medicine/Dermatology

Kristine Stille, PharmD

Assistant Professor of Pharmacy Practice

William C. Stonecipher, DO

Associate Professor of Family Medicine

John Strathakis, DO

Assistant Professor of Family Medicine/

Dermatology

Howard N. Straub, DO

Professor of Surgery/Ophthalmology

Josef Strazynski, DO

Associate Professor of Family Medicine

Gregory D. Strebel, DO

Assistant Professor of Family Medicine

Angela Y. Su, PharmD

Assistant Professor of Pharmacy Practice

211

Michael W. Sue, MD

Associate Professor of Physician Assistant

Education

Jocelyn L. Sumcad, MD

Assistant Professor of Physician Assistant

Education

Gretchen Swanson, DPT

Adjunct Associate Professor of Physical

Therapy Education

Jamie L. Switzer, DO

Assistant Professor of Family Medicine

Brian M. Swope, DO

Assistant Professor of Pediatrics

Khanh Ta-Le, PharmD

Assistant Professor of Pharmacy Practice

Joanne A. Tabata, PharmD

Assistant Professor of Pharmacy Practice

Parvis Taherpour, MD

Assistant Professor of Family Medicine

Benjamin C. Tam, MD

Assistant Professor of Surgery/Orthopedics

Andrew Tan, PharmD

Assistant Professor of Pharmacy Practice

Bruce L.M. Tannenbaum, MD

Professor of Family Medicine/Psychiatry

Mark A. Tapscott, DO

Assistant Professor of Surgery/Proctology

Collin Teguh, DO

Assistant Professor of Family Medicine

Edward Tessier, BA

Adjunct Instructor of Health Professions

Education

Stephen W. Thacker, DO

Associate Professor of Family Medicine

Jack (John) L. Thomas, DO

Assistant Professor of Family Medicine

Larry L. Thomas, MD

Assistant Professor of Family Medicine/

Emergency Medicine

Julie G. Thompson-Dobkin, DO

Assistant Professor of Internal Medicine/

Neurology

Nguyen Thong, MD

Assistant Professor of Internal Medicine

Rama K.P. Thumati, MD

Assistant Professor of Internal Medicine/

Cardiology

Brian L. Tiep, MD

Assistant Professor of Family Medicine/

Pulmonary Rehabilitation

Jeffrey Tipton, DO, MPH

Assistant Professor of Family Medicine/Public

Health

Shohreh Sherrie Todd, RPh

Assistant Professor of Pharmacy Practice

Eric M. Toder, DO

Assistant Professor of Family Medicine

Gilbert J. Toffol, DO

Assistant Professor of Internal

Medicine/Neurology

Ernest Victor Tom, PharmD

Assistant Professor of Pharmacy Practice

Helen Tonnu, PharmD

Assistant Professor of Pharmacy Practice

Michael E.L. Toole, PharmD

Assistant Professor of Pharmacy Practice

Cynthia J. Toy, PharmD

Assistant Professor of Pharmacy Practice

Stanley M. Toy Jr, MD

Assistant Professor of Physician Assistant

Education

Bao Cong Tran, MD

Assistant Professor of Internal Medicine

Doug Dung Anh Tran, MD

Associate Professor of Surgery/

Otorhinolaryngology

Ellen T. Tran, PharmD

Assistant Professor of Pharmacy Practice

212

Tanya Tuyen Tran, PharmD

Assistant Professor of Pharmacy Practice

Ingrid E. Trenkle, MD

Assistant Professor of Family Medicine/

Dermatology

Vincent M. Tristan, PA-C

Instructor of Physician Assistant Education

Rohiit R. Trivedi, MD

Assistant Professor of Surgery

Lawrence Troxell, PharmD

Assistant Professor of Pharmacy Practice

William Tsai, DO

Assistant Professor of Family Medicine

Jonathan C. Tsao, DO

Assistant Professor of Family Medicine

Cam Tsaowimonsiri, PharmD

Assistant Professor of Pharmacy Practice

Stephen W. Turay, MD

Assistant Professor of Family Medicine

Alfred L. Turner, DO

Assistant Professor of Family Medicine/

Osteopathic Manipulative Medicine

Sheri R. Tysch, DO

Assistant Professor of Pediatrics

Paul M. Umof, MD

Assistant Professor of Family Medicine/

Emergency Medicine & Occupational Medicine

Khushro B. Unwalla, MD

Assistant Professor of Family Medicine/

Psychiatry

Sukhdev Uppal, MD

Assistant Professor of Pediatrics

Geraldine N. Urse, DO

Assistant Professor of Family Medicine

Daryoosh Valamanesh, MD

Assistant Professor of Internal Medicine

Fidel Valenzuela, PharmD

Assistant Professor of Pharmacy Practice

Guillermo J. Valenzuela, MD

Professor of Obstetrics/Gynecology

James P. Veen, DO

Assistant Professor of Physician Assistant

Education

Roger Vielbig, MD

Assistant Professor of Internal Medicine/

Cardiology

Rafael Villarosa, MD

Assistant Professor of Internal Medicine

William Vineyard, PharmD

Assistant Professor of Pharmacy Practice

Norman E. Vinn, DO

Associate Professor of Family Medicine

Michael P. Vitullo, DO

Assistant Professor of Family Medicine/

Emergency Medicine

Jacqueline H. Vo, PharmD

Assistant Professor of Pharmacy Practice

Monique Ngoc Vo, PharmD

Assistant Professor of Pharmacy Practice

Lee E. Vranna, MD

Assistant Professor of Family Medicine/Physical

Medicine and Rehabilitation

Helga B. Wachholz, PharmD

Assistant Professor of Pharmacy Practice

Barton H. Wachs, MD

Assistant Professor of Surgery/Urology

Jeffrey A. Wachs, DO

Assistant Professor of Family Medicine

Ralph D. Wade, DO

Assistant Professor of Family Medicine

Paul E. Wakim, DO

Assistant Professor of Surgery/

Orthopedics/Sports Medicine

Wendy Waldman, RPh

Assistant Professor of Pharmacy Practice

213

Bryan D. Walls, DO

Assistant Professor of Family Medicine/

Osteopathic Manipulative Medicine

Jiangnan Wang, MD

Assistant Professor of Internal Medicine

James P. Warren, MD

Assistant Professor of Internal Medicine/

Radiology

Harry C. Watters, DO

Assistant Professor of Obstetrics/Gynecology

Gerald Weingarden, DO

Assistant Professor of Family Medicine/

Dermatology

Elliot Weinstein, MD

Assistant Professor of Pediatrics

Frederick R. Weiss, MD

Assistant Professor of Internal Medicine

Michael Weiss, DO

Associate Professor of Pediatrics

Jill Weissman, PharmD

Assistant Professor of Pharmacy Practice

Erna L. Wells, MPA, RN, CCM

Professor of Physician Assistant Education

Randall M. West, DO

Assistant Professor of Family Medicine

H. Eric Westman, DO

Associate Professor of Surgery/

Otorhinolaryngology

Frederick E. White, DO

Assistant Professor of Internal Medicine/

Radiology

Peter J. White, MD

Assistant Professor of Surgery/Anesthesiology

Rosamond C. White, PhD, RN, NP

Assistant Professor of Physician Assistant

Education

Janette M. Wilcox, DO

Assistant Professor of Family Medicine

Imani S. Williams, PA-C

Assistant Professor of Physician Assistant

Education

Kenneth L. Williams Jr., DO

Assistant Professor of Family Medicine

Brian C. Wilson, MD

Assistant Professor of Internal Medicine/

Radiology

Rochelle L. Wilson, DO

Assistant Professor of Family Medicine

Tien T. Kiat Winarko, PharmD

Assistant Professor of Pharmacy Practice

Deborah Kay Winberry, PA-C

Instructor of Physician Assistant Education

Heidi A. Winkler, MD

Assistant Professor of Pediatrics

Lydia A. Winter, PharmD

Assistant Professor of Pharmacy Practice

Barry R. Wiss, DO

Assistant Professor of Internal Medicine/

Gastroenterology

Albert A. Witte, DO

Professor of Internal Medicine/Cardiology

Sandy Witzling, MD

Associate Professor of Surgery

Laurie M. Woll, DO

Associate Professor of Family Medicine/

Dermatology

Brian Wong, PharmD

Assistant Professor of Pharmacy Practice

Donna Wong, DO

Assistant Professor of Family Medicine

Elaine Wong, PharmD

Assistant Professor of Pharmacy Practice

Noreen T. Wong, PharmD

Assistant Professor of Pharmacy Practice

Dora Woo, PharmD

Assistant Professor of Pharmacy Practice

214

Thomas A. Woodbury, DO

Assistant Professor of Family Medicine

Clarence Woods Jr., MD

Associate Professor of Physician Assistant

Education

Sandor J. Woren, DO

Associate Professor of Family Medicine/

Emergency Medicine

R. Bruce Worth, MD

Assistant Professor of Family Medicine

George D. Wright, MD

Assistant Professor of Family Medicine

Craig J. Wronski, DO

Assistant Professor of Family Medicine/

Psychiatry

Brett Wyrick, DO

Associate Professor of Surgery

Anthony P. Yang, MD

Assistant Professor of Surgery/Orthopedics

Lovelle M. Yano, PharmD

Assistant Professor of Pharmacy Practice

Cecile Yared, PharmD

Assistant Professor of Pharmacy Practice

Ralph A. Yates, DO

Assistant Professor of Family Medicine

Florence Yee, PharmD

Assistant Professor of Pharmacy Practice

Jeffrey C. Young, DO

Assistant Professor of Family Medicine

David Yousef, PharmD

Assistant Professor of Pharmacy Practice

John Yuen, PharmD

Assistant Professor of Pharmacy Practice

Ray M. Yutani, DO, PharmD, MS

Assistant Professor of Pharmacy Practice

Mehrnaz Zahiri, PharmD

Assistant Professor of Pharmacy Practice

Joseph A. Zammuto, DO

Assistant Professor of Family Medicine

Stephen W. Zecher, MPT

Adjunct Assistant Professor of Physical Therapy

Education

Robert Zelman, DO

Assistant Professor of Internal Medicine/

Cardiology

Nicole Zimmerman, PhD

Instructor of Health Professions Education

Sheldon S. Zinberg, MD

Professor of Internal Medicine

Phillip C. Zinni III, DO

Assistant Professor of Family Medicine

Robert D. Zipser, MD

Associate Professor of Internal Medicine/

Gastroenterology

John P. Zopfi, DO

Assistant Professor of Surgery/Trauma Surgery

215

1. ALUMNI CENTER

2. UNIVERSITY PARK

3. BOOTH CENTER

4. BUSINESS CENTER

5. CENTENNIAL PARK

6. FOUNDERS PARK

7. HEALTH PROFESSIONS CENTER

8. HEALTH SCIENCES CENTER

9. VETERINARY SCIENCES CENTER

(future site)

10. MAINTENANCE/AUXILIARY SERVICES

FACILITY

11. STUDENT SERVICES CENTER

12. UNIVERSITY ADMINISTRATION

CENTER

13. WESTERN UNIVERSITY MEDICAL

CENTER

14. WESTERN UNIVERSITY CAMPUS

GOURMET/STUDENT LOUNGE

15. HEALTH SCIENCES LIBRARY AND

LEARNING RESOURCES CENTER

16. WESTERN UNIVERSITY VETERINARY

MEDICAL CENTER (future site)

17. INLAND EMPIRE CREDIT UNION

18. VETERINARY SCIENCES (future site)

How to Reach Western University

The University's main campus is located about 35 miles east of Los Angeles, in the City of Pomona. Ontario

International Airport is six miles east of the University and Los Angeles International Airport is located 60

miles west.

Western University of Health Sciences

Department of Physical Therapy Education

Doctor of Physical Therapy Program

ABOUT THE DOCTOR OF PHYSICAL THERAPY PROGRAM

The DPT program is designed to provide students a didactic augmentation of physical therapy

knowledge and skills that has occurred over the past 5-7 years and to provide additional experience in

the clinical setting prior to graduation. The courses included in this curriculum reflect and are consistent

with the patient/client management model described in the Guide to Physical Therapist Practice and the

curricular content for professional education in A Normative Model of Physical Therapist Professional

Education: Version 2000.

The reason for moving toward a DPT degree is based on the new and expanding role of the physical

therapist. Changes are occurring in the field and the future role will include practice in primary care and

direct access. As such, physical therapists will be expected to perform medical screening, have a

stronger knowledge base of the medical and clinical sciences, and be able to perform higher level

problem-solving and clinical decision-making.

In addition to the first professional doctoral degree, the program offers the DPT degree to licensed

physical therapists. The clinician who holds a bachelor or master’s degree in physical therapy may enter

the DPT program as a student with advanced standing to complete requirements for the DPT degree.

The required courses will depend upon the student’s previous academic coursework and

clinical/professional experiences. The student with advanced standing may take many courses online

with 2-3 weekends on campus. The mission and program goals are the same for the first professional

and advanced standing students. Policies related to admissions, registration, and tuition and fees are

different for students entering with advanced standing. A description of the policies for students with

advanced standing is provided separately at the end of the section on the first professional DPT program.

All other policies are the same for both first professional DPT students and those admitted to the DPT

program with advanced standing.

MISSION OF THE PROGRAM

In keeping with the University's mission, the mission of the Physical Therapy program is to educate

competent, caring, culturally sensitive, reflective practitioners who will:

• participate as members of the health care team to provide high quality care to patients;

• as life-long learners, acquire, analyze, synthesize and apply knowledge in new settings;

• contribute to the verification of physical therapy evaluation and intervention techniques, and

discover new, more effective methods of patient care;

• be leaders in providing health care service and education to promote health and fitness of

community members; and

• play important roles in developing health policy and appropriate standards for physical therapy

practice.

PROGRAM GOALS

The graduate of the DPT program will be a mature individual whose professional education is based

on a foundation of the requisite preparation in the biological, behavioral and social sciences, and

humanities. The graduate will have the necessary knowledge, skills and attitudes to function as a

clinician generalist; will have an appreciation for the value of all aspects of the research process; and

will be a responsible member of the community and the profession. Upon completion of the educational

program in physical therapy, the graduate will be able to:

• Have an understanding of the osteopathic philosophy with its emphasis on caring for, and

appreciation of the patient as a whole person;

• Demonstrate respect for all individuals;

• Practice physical therapy as an entry-level clinician generalist by assuming responsibility for the

components of that role;

• Communicate with peers, colleagues, patients, clients, family members and the community-at-

large in a style that is commensurate with their level of understanding;

• Appreciate the place of research in the advancement of physical therapy;

• Serve as a role model for healthy behaviors in both the clinical setting and community;

• Participate in the community as a representative of the physical therapy profession, as an

advocate for the patient or client in a health care environment, and as a concerned citizen;

• Continue lifelong learning through continuing education, specialization and participation in

professional organizations; and

• Establish priorities in order to maintain a balance between personal and professional life.

DESCRIPTION OF THE DPT PROGRAM

The curriculum for the Doctor of Physical Therapy (DPT) Program will prepare the graduate to be a

PT generalist. The curriculum consists of 9 trimesters, each having a particular emphasis.

Curriculum Design

The DPT program is three years in length. Didactic education, which includes classroom and PT

laboratories to practice procedures on classmates, is followed by clinical education assignments in a

wide variety of clinical settings. Year I consists of two 15-week trimesters and one 18-week trimester

which includes a 3-week clinical experience.

Year II consists of three 15-week trimesters, including one 12-week clinical practicum.

Year III consists of a 15-week trimester followed by an 18-week and 12-week trimester. Didactic

courses are presented in the first trimester and the first 6 weeks of the second trimester during this year.

The student completes the remaining 24 weeks of the program in two 12-week clinical practica.

Students will present formally their research proposals to the faculty and the PT community during

the second year. They have the option to carryout their proposed research during the second year and

first part of the third years. Research studies must be completed prior to the final clinical practica.

Selective topics courses will be offered during the first six weeks of the eighth trimester, or students may

opt to complete an additional six week clinical at that time.

DPT students will complete their education in August, but may participate in the University-wide

graduation in the prior May/June. State licensure examinations are now computerized and can be taken

following completion of the program. The faculty includes scholars, researchers, administrators and

clinicians from the professions of physical therapy, psychology, education, osteopathy, medicine and the

basic sciences. All faculty are committed to the preparation of the Doctor of Physical Therapy

professional who will be well versed in all aspects of physical therapy and dedicated to their profession

and to the patients they serve.

LIBRARY SERVICES

The library is open Monday-Friday from 7 am to 11 pm and Saturday and Sunday from 8 am to 10

pm. The library is closed for all University holidays. Western University’s library resources can be

accessed on the Internet at: http://www.westernu.edu. It is assumed that students will access the Internet

sites for some resources and perform database searches for class assignments or research projects. Full

text articles are not always available via the World Wide Web, therefore, students are expected to utilize

traditional library services for research assignments, whether in the student’s community or near their

home.

BOOKSTORE

Western University Bookstore hours are 7:30 am to 5 pm Monday-Friday for ordering or purchasing

textbooks. Software and media resources are also available. Textbooks may be ordered by phone and

mailed directly to student’s home using a credit card.

TECHNICAL GUIDELINES FOR ADMISSION AND MATRICULATION

A candidate for admission to the DPT program must have the use of certain sensory and motor

functions to permit them to carry out the activities described in the sections that follow. Graduation from

the program signifies that the individual is prepared for entry into clinical practice. Therefore, it follows

that graduates must have the knowledge and skills needed to function in a broad variety of clinical

situations and to render a wide spectrum of physical therapy evaluation and treatment techniques. The

candidate and student must be able to consistently, quickly, and accurately integrate all information

received by whatever sense(s) are employed. Also, they must have the intellectual ability to learn,

integrate, analyze, and synthesize data.

Examples of essential functions of a physical therapist include, but are not limited to:

a. Use appropriate verbal, non-verbal, and written communication with patients, families, and

others.

b. Determine the physical therapy needs of any patient with potential movement dysfunction.

c. Safely, reliably, and efficiently perform appropriate physical therapy procedures used to assess

the function of the movement system.

d. Perform treatment procedures in a manner that is appropriate to the patient's status and desired

goals.

A candidate for DPT ordinarily must have abilities and skills of five varieties including (1)

observation; (2) communication; (3) motor; (4) intellectual, conceptual, integrative and quantitative; and

(5) behavioral and social. Where technological assistance is available in the program, it may be

permitted for disabilities in certain areas. Under all circumstances, a candidate should be able to perform

all physical therapist functions at entry-level competency in a reasonably independent, timely manner.

1. Observation: Candidates and students ordinarily must have sufficient vision to be able to

observe demonstrations and laboratory exercises. They must be able to observe a client

accurately at a distance and close at hand.

2. Communication: Candidates and students ordinarily must be able to communicate with clients

and colleagues. They should be able to hear, but if technological compensation is available, it

may be permitted for some people with disabilities in this area. Candidates and students must be

able to read, write, and communicate verbally in English.

3. Motor: Candidates and students ordinarily should have sufficient motor function such that they

are able to execute movements reasonably required to provide assessment and physical therapy

treatment procedures to clients.

Examples of reasonable required assessment procedures include, but are not limited to:

a. Functional abilities

b. Pain

c. Gait

d. Strength

e. Joint motion and stability

f. Balance

g. Movement patterns

Examples of reasonably required treatment procedures include:

a. Balance training

b. Exercise techniques

c. Gait training

d. Activities of daily living training and functional activities

These actions require coordination of both gross and fine muscular movements, equilibrium and

functional use of the senses of touch and vision. The role of the physical therapist often requires

upright posture with sufficient upper and lower extremity strength, as well as overall body

strength; therefore, individuals with significant limitations in these areas would be unlikely to

succeed.

4. Intellectual, Conceptual, Integrative, and Quantitative Abilities: These abilities include

measurement, calculation, reasoning, analysis, and synthesis. Problem solving, the critical

intellectual skill demanded of a physical therapist, requires all of these intellectual abilities. In

addition, candidates and students should be able to comprehend three-dimensional relationships

and understand the spatial relationships of structures.

5. Behavioral and Social Abilities: Candidates and students must possess the emotional health

required for full utilization of the intellectual abilities, the exercise of good judgment, the prompt

completion of all responsibilities attendant to the assessment and care of clients, and the

development of mature, sensitive, and effective relationships with clients. Candidates and

students must be able to tolerate physically taxing workloads, adapt to changing environments,

display flexibility, and learn to function in the face of uncertainties inherent in the clinical

problems of many clients. Compassion, integrity, concern for others, interpersonal skills,

interest, and motivation are all personal qualities to be assessed during the admissions and

educational processes.

The DPT program, along with all other programs at Western University of Health Sciences, shares a

commitment to develop creative ways of opening the DPT curriculum to competitive, qualified disabled

individuals. In doing so, however, the DPT program must maintain the integrity of its curriculum and

preserve those elements deemed essential to educating candidates to become effective physical

therapists.

ADMISSIONS POLICIES AND PROCEDURES

Western University will accept applications for admission from all qualified candidates. Western

University is committed to admitting competitive, qualified disabled individuals. For technical

guidelines, please see above.

Application Requirements

The applicant must have earned a BA or BS degree from a regionally accredited college or university

by the time he/she matriculates in the DPT program. The minimum acceptable grade point average in

the baccalaureate degree program is 2.5 on a 4.0 scale.

The DPT program is looking for students who come from a broad, liberal arts background with the

baccalaureate degree being obtained in any field of study other than physical therapy. A high degree of

intellectual curiosity and accomplishment along with excellent verbal and written communication skills

need to be evident in the applicant. The graduate of Western University will be able to problem-solve in

clinical practice and will also be able to communicate appropriately with the client/patient and other

health care providers about the client/patient care plan.

1. Prerequisite Courses

English Composition - 1 course (minimum of 3 semester units or 4 quarter units)

Psychology - 2 courses, must be out of the Psychology Department (minimum of 3 semester

units each or 4 quarter units each)

Statistics - 1 course, only statistics courses that are cross listed in math, statistics or biometry will

be accepted (minimum of 3 semester units or 4 quarter units)

Human Anatomy - 1 course of lecture and lab (minimum of 4 semester units or 6 quarter units)

Human Physiology - 1 course of lecture and lab (minimum of 4 semester units or 6 quarter units)

General Chemistry - a full course sequence of lecture and lab (minimum of 8 semester units or

12 quarter units)

Physics - a full course sequence of lecture and lab – emphasis on light, heat, sound, and

electricity (minimum of 8 semester units or 12 quarter units)

Anatomy and Physiology must be taken out of the Anatomy, Physiology, A&P, Biology or Zoology

departments. The Anatomy and Physiology must be "human." Combined Anatomy and Physiology

courses will be considered only if a combined course sequence is completed.

In addition the following courses are recommended to enhance success in the program:

Oral communication skills

Computer literacy

General biology

Microbiology

Kinesiology/biomechanics

Exercise Physiology

Nutrition

Human/Child Development

Additional Psychology courses

Grades of "C" or better are required in each prerequisite course. A grade of "C-" in any prerequisite

course is not acceptable. No prerequisite coursework may be taken on a pass/no pass or credit/no credit

basis. For courses completed in California, all science prerequisites must be University of California

(UC) or California State University (CSU) transferable.

Three prerequisite courses may be in progress at the time of application during the spring, summer or

fall semester or quarter. Please submit official transcripts directly to the Admissions office upon

completion of coursework in progress. Final transcripts and/or final grades (including degree

verification) for all coursework in progress must be received prior to registration date of July 1st.

2. Science GPA includes all science courses and must be a minimum of 2.5.

3. Graduate Record Examination (GRE) Score Report

Official GRE Score Report must be mailed directly to Western University from Educational

Testing Service (ETS).

4. Clinical Experience

Credit will be given for up to 500 hours and extra credit will be awarded for different types of

settings, provided that at least 100 hours is spent in each setting. Types of settings may include

acute hospital, outpatient, rehabilitation, pediatric, and home health. Preference will be given to

applicants who have experience at more than one setting. All experience must be in physical

therapy and under the direct supervision of a PT to meet these minimal requirements.

5. Recommendations

Three satisfactory recommendations (forms provided) are required as part of the admissions

application. We require one academic recommendation and two from physical therapists.

Application Procedures and Deadlines

The DPT program has an August matriculation date. The application postmark deadline is February

1, 2003. The Department of Physical Therapy will make admissions decisions on a rolling basis. They

will review applications, conduct interviews and make admissions decisions throughout the admissions

cycle. We encourage students with complete application packets to apply early. Applicants who cannot

attend and wish to reapply for the following year will be considered with the new applicant pool.

To request an information brochure and/or an application, contact the admissions office at:

Office of Admissions

Western University of Health Sciences

309 E. Second Street

Pomona, CA 91766-1854

(909) 469-5541

In addition to submitting an application, the applicant must submit a non-refundable application fee

of $60, three letters of reference, academic/professional record form, work experience form, a written

personal statement, and official transcripts from all colleges attended. After receipt of the packet, the

Admissions Office will evaluate the applicant's transcripts to ascertain the prerequisite and overall grade

point average.

Applicants who wish to use coursework completed outside of the United States must submit their

transcripts for evaluation to World Education Services, Josef Silny and Associates, Educational

Credential Evaluators, Inc., or International Education Research Foundation, Inc. A course-by-course

evaluation is required and all coursework must be designated as undergraduate, graduate or professional.

Western University will only honor evaluations from the above services. The evaluation must be

included with the application packet.

The Admissions Committee reserves the right to select potential candidates for personal interviews.

These interviews are designed to allow the applicant to learn more about Western University's DPT

program as well as allow the Admissions Committee to learn about the applicant. The interview process

is conducted at various times throughout the admissions cycle.

Decisions of the Admissions Committee regarding the admission of applicants to the Doctor of

Physical Therapy program are final.

ADMISSIONS POLICIES AND PROCEDURES – ADVANCED STANDING

Admission to the DPT program for students with advanced standing is through the Admissions

Office. Students may apply for the fall, spring or summer trimesters. Western University is committed

to admitting competitive, qualified individuals with disabilities. For technical guidelines, see the section

under the DPT program (above).

Application Requirements

The applicant must have graduated from a Commission on Accreditation in Physical Therapy

Education (CAPTE) accredited physical therapy program and/or be licensed to practice in the United

States. Foreign-prepared therapists must be licensed to practice physical therapy in the State of

California. Additional requirements include:

• A minimum of 1 year (2000 hours) clinical experience in any setting.

• Letters of recommendation (3 with at least one from a PT supervisor/colleague; remaining letters

may be from non-PT health care professionals).

• Writing sample including why the applicant desires to pursue this degree and what he/she will

plan to accomplish with it; i.e., a statement of purpose.

• Computer access and skills.

Students who do not meet the admissions requirements may petition the Admissions Committee for

special consideration.

Application Procedures and Deadlines

Students are advised to submit application materials as early as possible prior to the trimester in

which they wish to begin their program of studies. The deadline for application materials is no later

than 45 days prior to the first day of classes for each trimester.

To request an informational brochure and/or an application, contact the Admissions Office at:

Office of Admissions

Western University of Health Sciences

309 E. Second Street

Pomona, CA 91766-1854

(909) 469-5335

In addition to submitting an application, the applicant must submit a non-refundable application fee

of $60 and official transcripts from all undergraduate and graduate institutions attended.

Portfolio Review

Upon acceptance to the program, as part of the application process, students will be asked to submit a

portfolio of past education and experiences related to physical therapy. This information will be

reviewed by the faculty advisor and may be analyzed by a credentialing agency. There is a separate fee

if the credentialing agency is used to analyze the portfolio. Decisions regarding required courses will be

based on review of the portfolio. Some courses may be waived if sufficient evidence is provided to

demonstrate fulfillment of competencies and program outcomes in specified areas.

Readmission

Students with advanced standing who have not been enrolled for more than one calendar year must

submit a new application form and fee, unless other arrangements have been made at the time of

withdrawal/leave from the program. The application will be assessed according to the current

admissions policies, and students will be required to fulfill all program requirements in place at the time

of readmission.

For more information, including registration requirements, tuition, fees and additional academic

requirements and policies, see the section entitled Description of the DPT Program for Students with

Advanced Standing (below).

REGISTRATION

DPT students are required to register as directed by the Registrar. Failure to register may be grounds

for dismissal. Assessed tuition and fees and all prior debts must be paid in full on or before the

registration deadline each academic year. Matriculation is subject to satisfactory completion of all

academic requirements and payment of all outstanding debts to the University. Prior to registration, the

receipt of final transcripts for all college coursework, a physical examination, and immunizations as

outlined on the physical examination form, are additional requirements for incoming students.

Attendance at Orientation Day is mandatory for incoming first-year students.

Continuing Education and Non-Degree Students

An applicant holding a bachelor’s or master’s degree in Physical Therapy and licenses to practice in

the United States, who does not wish to pursue the DPT degree at Western University at the present

time, but who wishes to engage in graduate study for personal development, continuing education, or

other professional development needs, may consider enrollment as a non-degree student. A limited

number of applicants may enroll as non-degree students each trimester. The usual admission and

registration procedures must be followed. Admission as a non-degree student does not assure

acceptance as a degree candidate, should the student at a later time wish to change enrollment status. An

unlimited number of credit hours may be completed while in non-degree status. Should the student wish

to change enrollment status, the usual admissions procedures must be followed. Up to nine units of

previous coursework taken as a non-degree student at Western University can be transferred into the

DPT degree program. Questions about transferring from non-degree to degree status should be directed

to the Chairperson, Department of Physical Therapy Education.

TUITION AND FEES

The tuition for the DPT program has yet to be determined for the 2003-2004 Academic Year. We

project the annual tuition to be between $25,000 and $26,000. The tuition amount will be published in

the 2003-2004 University Catalog. Other fees/payments are as follow:

*$1,250 Tuition Deposit for incoming students

(Payable two weeks after acceptance)

**$500 Enrollment Deposit

(Students returning from leave of absence only - Due by May 15)

$ TBD Total Tuition Annual

$40 Student Body Fee, covers student council, social activities, public relations.

*Upon matriculation, the entire $1,250 is applied toward the total tuition.

**For accepted candidates who are students returning from leave of absence, a $500 enrollment

deposit is due May 15 prior to enrollment. The deposit is nonrefundable and credited toward tuition

upon enrollment.

Tuition and fees are subject to change without notice upon approval by the Board of Trustees. All the

above-listed fees are mandatory for each student and are nonrefundable.

Other Fees and Expenses

$500 Required and Recommended Texts

$10 (per day) Late Registration Fee

$40 Lost Locker Key

$10 Lost ID Badge

$5 (each) Copy of Official Transcript

$10 (each) Copy of Official Transcript Faxed

$0.25 (per page) Copy of Student File Material

(replacement cost) Breakage Fee

ACADEMIC REQUIREMENTS

Academic Advisement Policy

Students will be assigned a faculty advisor upon matriculation. Advisement by faculty should be

viewed by the student as a part of the academic process. If either the student or faculty member does not

find the relationship helpful, either is free to seek a change. This request should be made to the

Department Chair.

It is the student’s responsibility to meet periodically with his/her advisor. A student on probation

must meet with his/her faculty advisor at least once a month.

Standards of Academic Performance

Good academic standing implies that a student maintains a minimum GPA of 2.70 (B-) or higher.

All grading and evaluation is based on the student's ability to attain the competencies within the

objectives outlined for each area of study.

A student whose performance falls below the minimum acceptable standard(s) for any area of study

will be notified of such deficiency by the instructor of the course and Department Chairperson as soon

as evidence of such substandard performance is available.

Grade Scale/Grade Points/Class Ranking

The following academic standards and grading scale applies to students enrolled in the Physical

Therapy Program:

Percentage Letter Grade Grade Points

93 - 100 A Excellent 4.0

90 - 92 A- Excellent 3.7

87 - 89 B+ Good 3.3

83 - 86 B Good 3.0

80 - 82 B- Good 2.7

77 - 79 *C+ Passing, but below required overall GPA 2.3

73 - 76 *C Passing, but below required overall GPA 2.0

Below 73 U Unsatisfactory 0

NCr No Credit 0

Cr Credit 0

I Incomplete 0

M Missing 0

Au Audit 0

W Withdrawal 0

* A "C" or "C+" grade in and of itself is a passing grade. However, a "C" or "C+" grade is below the

required overall grade point average of 2.7. If the number of "C's" and "C+'s" totals an amount to bring

the student's GPA to below 2.7, then the performance, based on professional expectations, is considered

unsatisfactory. In addition to maintaining a minimum 2.7 GPA, no more than 24 units can be with a C

or C+ grade.

Clinical Practica Grades:

Cr Satisfactory Performance/Completion

of clinical practicum assignment

NCr Unsatisfactory Performance/Completion

of clinical practicum assignment

The class ranking is computed at the end of each graded trimester, based upon overall GPA.

Incomplete

An Incomplete grade (“I”) will be assigned only to students whose professional commitments and/or

personal responsibilities prevent him or her from completing the requirements for the course. A student

may remove an Incomplete by completing course requirements by the end of the following academic

trimester. Should extenuating circumstances arise, the student may petition for a one-trimester

extension to complete the course work. Arrangements for the Incomplete and its removal must be

approved by the instructor prior to the end of the trimester in which the original Incomplete grade was

assigned. Grade changes must be certified by the instructor prior to the end of the trimester following

the original grade assignment, except in the instance of an approved extension to the next trimester.

Credit Hours

Courses are rated at one credit hour for each 15 hours of lecture or 30 hours of laboratory and/or

practice sessions. Credit hours of 1.0 will be assigned for each week of Clinical Practica experience

(i.e., Clinical Practicum I is three weeks and receives 3 credits). A cumulative grade point average will

be calculated and posted on the transcript. Class ranking is also computed and will appear on the

transcript at the student's request only. Class ranking is also available upon request in the Registrar's

Office.

The grade point average will be calculated at the end of each trimester and if a course is repeated,

only the last grade earned enters into the computation of the grade point average, but the original grade

remains on the student's transcript.

Official grades are turned in to the Registrar from the Dean of Allied Health Professions, at which

time the online student records system, BanWeb, is updated. Official grade reports and unofficial

transcripts will be available throughout the academic year. For more information on how to access the

BanWeb student records system, visit the Registrar’s website at http://www.westernu.edu/registrar.

No course grade will be changed unless the instructor certifies in writing to the Registrar that an error

in computing or recording the grade occurred. If the student believes there is just cause to dispute a

grade for a course, the procedure is as follows:

a. If, following distribution of unofficial transcripts on BanWeb, the student has reason to dispute

the grade, it should be done in writing within five (5) working days to the Department of

Physical Therapy Education Chairperson. Upon written request from the student, the

Department Chairperson shall review the case with the instructor(s) and a decision shall be made

by the course instructor(s) to affirm or modify the grade. Within seven (7) working days the

Department Chairperson shall notify the student in writing of the decision. A copy of the letter

shall be sent to the appropriate faculty member(s). The faculty member(s) has the sole

responsibility to make the official grade change.

b. If the student is not satisfied with the outcome of the grade dispute procedure to the Department

Chairperson, the student may then appeal in writing to the Dean of the College of Allied Health

Professions within five (5) working days. The Dean of the College of Allied Health Professions

shall review the case with the student, Chairperson of the Department of Physical Therapy

Education and the course instructor(s) and a decision shall be made by the course instructor(s) to

affirm or modify the grade. Within seven (7) working days the Dean shall notify the student in

writing of the decision. A copy of the letter shall be sent to the appropriate faculty member(s)

and Chairperson. The faculty member(s) has the sole responsibility to make the official grade

change.

Evaluation

a. General: The program trimesters are designed so that students' work toward achievement of

competencies is measured by written and practical examinations and by evaluations of clinical

performance and professional development. Specific behavioral objectives are defined for each

program component to assist the students and the faculty members in evaluating the degree of

attainment of the objectives throughout the 36-month curriculum.

b. Evaluation Methods: Overall student performance is evaluated during each phase using one or a

combination of the following methods:

1. Written examinations: Written examinations will vary based on the content of the individual

course. A combination of multiple choice, matching, true/false, short answer, essay and

patient problem solving questions are used.

2. Practical or Laboratory Examinations: In selected courses, students will be observed

performing components of physical therapy practice activities on lab exams. They also may

be asked to "problem solve" based on a patient database, and in some cases students will be

videotaped for self-evaluation.

3. Student Presentations: Students may be asked to orally present individual or group projects,

patient cases, research papers, etc. These oral presentations may or may not be accompanied

by a written report.

4. Written reports: At various times, students will be evaluated on written reports of assigned

topics, SOAP notes, evaluations, treatment plans and home programs.

5. Clinical Evaluations: Supervising Clinical Instructors are asked to assess the student's level

of attainment of competencies related to selected parameters within the domains of

knowledge, skills and attitudes, and to evaluate the student's overall performance while on

Clinical Practica.

The Clinical Performance Instrument (CPI), which incorporates entry-level physical therapist

clinical performance criteria, is utilized.