COLLEGE OF OSTEOPATHIC MEDICINE
ACADEMIC CATALOG
AND
STUDENT HANDBOOK
2024-2025
1858 West Grandview Boulevard • Erie, PA 16509 • (814) 866-6641
5000 Lakewood Ranch Boulevard • Bradenton, FL 34211 • (941) 756-0690
20 Seton Hill Drive • Greensburg, PA 15601 • (724) 552- 2880
1 LECOM Place • Elmira, NY 14901 • (607) 442-3500
Updated May 1, 2024
LECOM College of Medicine Academic Catalog and Student Handbook i
TABLE OF CONTENTS
1. GENERAL INFORMATION ...................................................................................... 1
1.1. Description and Purpose of Academic Catalog and Student Handbook .... 1
1.2. Institutional Mission Statement of the Lake Erie College of
Osteopathic Medicine and Values ............................................................ 1
1.3. History of LECOM .................................................................................. 2
1.4. Statement of Nondiscrimination .............................................................. 8
1.4.1. Statement on Intolerance .............................................................................................8
1.5. Office of Diversity, Equity, and Inclusion................................................ 8
1.6. LECOM Campuses and Facilities .......................................................... 10
1.6.1. The John M. & Silvia Ferretti Medical Fitness & Wellness Center ..........................10
1.7. Degrees and Certificates Awarded by LECOM ...................................... 11
1.8. Notification of Professional Licensure ................................................... 11
1.9. Accreditation, Licensure and Student Complaints ................................. 12
1.9.1. Accreditation .............................................................................................................12
1.9.2. State Licensure ..........................................................................................................13
1.9.3. Student Complaints to State Licensing Agencies and Accreditors ...........................14
1.10. Disclaimer ............................................................................................. 16
1.11. Written Agreements .............................................................................. 16
2. ACADEMIC PROGRAM - COLLEGE OF OSTEOPATHIC MEDICINE ........ 17
Introduction ................................................................................................... 17
2.1. Mission Statement of the Lake Erie College of Osteopathic Medicine
and Educational Goals .......................................................................... 18
2.1.1. The Philosophy of Osteopathic Medicine .................................................................19
2.2. Admissions to the College ...................................................................... 19
2.2.1. Requirements .............................................................................................................19
2.2.2. Application Procedure ...............................................................................................20
2.2.2.1. AACOMAS Application ....................................................................................... 21
2.2.2.2. LECOM Supplemental Application ...................................................................... 21
2.2.3. Admissions Information ............................................................................................21
2.2.4. Transfer Policy for College of Osteopathic Medicine ...............................................22
2.2.5. Early Acceptance Program ........................................................................................23
2.2.6. International Students ................................................................................................23
2.2.7. Tuition and Fees – College of Medicine ...................................................................24
2.2.8. Additional Fees ..........................................................................................................25
2.3. Curriculum ........................................................................................... 26
2.3.1. Erie Learning Pathways .............................................................................................26
2.3.1.1. Pathway Change Policy and Procedure ................................................................. 26
2.3.2. The Lecture Discussion Pathway ..............................................................................27
LECOM College of Medicine Academic Catalog and Student Handbook ii
2.3.2.1. Preclinical Course Sequence and Credit Hours for Lecture
Discussion Pathway ............................................................................................... 28
2.3.2.2. Lecture Discussion Pathway Course Titles, Credit Hours, and
Descriptions ........................................................................................................... 30
2.3.3. The Problem-Based Learning Pathway at LECOM Erie, LECOM at Seton Hill,
& LECOM at Elmira .................................................................................................37
2.3.3.1. Course Sequence and Credit Hours for Problem Based Learning
Pathway at LECOM Erie, Seton Hill, and Elmira ................................................. 39
2.3.4. The Directed Study Pathway .....................................................................................40
2.3.4.1. Course Sequence and Credit Hours for Directed Study Pathway .......................... 41
2.3.5. Accelerated Physician Assistant Pathway .................................................................42
2.3.6. Primary Care Scholars Pathway ................................................................................43
2.3.7. LECOM Bradenton College of Osteopathic Medicine Curriculum and Course
Description ................................................................................................................43
2.3.7.1. Course Sequence and Credit Hours for Problem Based Learning
Pathway at LECOM Bradenton ............................................................................. 44
2.3.7.2. Bradenton Problem-Based Learning Pathway Course Titles, Credit
Hours, and Description .......................................................................................... 44
2.3.8. Clinical Curriculum ...................................................................................................47
2.3.8.1. Clinical Curriculum for LDP, DSP, and all PBL campuses .................................. 47
2.3.8.2. Clinical Curriculum for APAP .............................................................................. 49
2.3.8.3. Clinical Curriculum for PCSP ............................................................................... 49
2.3.8.4. Clinical Education Online Case-based Curriculum ............................................... 50
2.3.8.5. Clinical Rotation descriptions ............................................................................... 51
2.3.8.6. Additional Clinical Course Requirements for All Pathways ................................. 56
2.3.9. Interprofessional Education (IPE) .............................................................................57
2.4. COM Academic Policies and Procedures ................................................ 59
2.4.1. Policy and Procedure for Final Grade Appeals .........................................................59
2.4.1.1. Cause for Final Grade Appeals .............................................................................. 59
2.4.1.2. Procedure for Final Grade Appeals in the College ................................................ 60
2.4.2. Satisfactory Academic Progress Policy .....................................................................61
2.4.3. Promotion ..................................................................................................................62
2.4.4. Probation ....................................................................................................................63
2.4.5. Remediation ...............................................................................................................64
2.4.5.1. Policy Statement .................................................................................................... 64
2.4.5.2. Procedures for the College of Osteopathic Medicine ............................................ 64
2.4.5.3. Remediation Expenses ........................................................................................... 69
2.4.5.4. Repeating the Year ................................................................................................ 70
2.4.6. Dismissal ...................................................................................................................70
2.4.7. National Board of Osteopathic Medical Examiners, Inc. Examination
(NBOME) ..................................................................................................................71
2.4.7.1. COMLEX-USA Examination Results ................................................................... 76
2.4.8. Letter of Evaluation of the Academic Dean of the College ......................................76
2.4.9. Health and Technical Standards ................................................................................76
2.4.10. Special Environments ................................................................................................79
Introduction ........................................................................................................................... 79
LECOM College of Medicine Academic Catalog and Student Handbook iii
2.4.10.1. Students Who Believe They Are Sensitive to Chemicals ...................................... 79
2.4.10.2. The Pregnant Student ............................................................................................. 80
2.4.10.3. Participation in Osteopathic Principles and Practices............................................ 80
2.4.11. Veterans Education ....................................................................................................81
2.4.12. Registration ................................................................................................................82
2.4.13. Required Equipment ..................................................................................................83
2.4.14. Academic Advisement ...............................................................................................83
2.4.15. Grading and Credit Hours .........................................................................................83
2.4.16. Timing of and Attendance at Examinations ..............................................................85
2.4.17. Examination Decorum ...............................................................................................85
2.4.17.1. Interruptions During an Examination .................................................................... 86
2.4.18. Counseling after Failed Examinations .......................................................................86
2.4.19. Maximum Length of Completion ..............................................................................86
2.4.20. Requirements for Graduation ....................................................................................87
2.4.21. Commencement .........................................................................................................88
2.4.22. Online Learning Regulations .....................................................................................88
2.4.23. Student Rights and Responsibilities ..........................................................................88
3. FINANCIAL AID ........................................................................................................ 90
3.1. Financial Aid Procedures and Code of Conduct ..................................... 90
3.2. Application Procedures ......................................................................... 91
3.2.1. Application for Additional Loan Funding .................................................................91
3.3. Student Financial Assistance and Tuition and Fees Payment ................. 91
3.4. Tuition Refund Policy ........................................................................... 91
3.4.1. Veterans Benefits Refund Policy ...............................................................................92
3.5. Treatment of Title IV Funds When a Student Voluntarily Withdraws .... 92
3.6. Satisfactory Academic Progress for Financial Aid Recipients ................ 93
3.7. Leave of Absence for Financial Aid Recipients ...................................... 93
3.8. State Residency Status for Financial Aid Recipients .............................. 94
3.9. Terms of Payment ................................................................................. 94
3.9.1. Late Payment Fee ......................................................................................................94
3.10. Institutional Scholarships for LECOM Students .................................... 94
4. INFORMATION TECHNOLOGY POLICIES ...................................................... 96
Introduction: General Guidelines for Technology Usage ................................. 96
4.1. Technology and Portal Access for Students ........................................... 96
4.2. Email Usage .......................................................................................... 97
4.3. Internet Usage ....................................................................................... 98
4.4. Passwords ............................................................................................. 98
4.5. Information Technology Help Desk ....................................................... 98
4.6. Computer Repair .................................................................................. 98
4.7. Social Networking ................................................................................. 99
LECOM College of Medicine Academic Catalog and Student Handbook iv
4.8. Use of Copyrighted Materials .............................................................. 100
4.9. Technology-Related Name Changes ..................................................... 101
5. LEARNING RESOURCE CENTER (LRC) .......................................................... 102
Introduction: General Library Information .................................................. 102
5.1. Conduct for The Learning Resource Center......................................... 102
5.2. Circulation .......................................................................................... 102
5.3. Online Public Access Catalog .............................................................. 102
5.4. Fines and Fees ..................................................................................... 102
5.5. Equipment, Computers and Printers ................................................... 102
5.6. Reserve Collection ............................................................................... 103
5.7. Photocopiers ....................................................................................... 103
5.8. Interlibrary Loans .............................................................................. 103
5.9. Electronic Resources ........................................................................... 103
5.10. Library Instruction ............................................................................. 105
6. CAMPUS SECURITY AND SAFETY ................................................................... 106
Introduction: Campus Facilities and Security ............................................... 106
6.1. LECOM Police and Security ................................................................ 106
6.2. Campus Safety and Security Programs and Information Systems ......... 107
6.3. Student Identity Verification Policy .................................................... 109
6.3.1. Distance Education Students – Student Identity Verification .................................110
6.4. Vehicle Registration and Parking Regulations ..................................... 111
6.5. Student Responsibility for Safety and Security .................................... 112
6.5.1. Campus Crime Prevention Program ........................................................................112
6.5.2. Reporting Crime ......................................................................................................113
6.5.3. Fire Drill Policy .......................................................................................................113
6.5.4. Student Telephone Emergency Message System ....................................................114
6.5.5. Costumes .................................................................................................................114
6.6. Drug, Alcohol and Weapons Policy ...................................................... 114
6.6.1. Drug-Free Campus Policy .......................................................................................114
6.6.2. Substance Abuse Education Programming .............................................................115
6.6.3. Marijuana Usage ......................................................................................................115
6.6.4. Smoking ...................................................................................................................115
6.6.5. Weapons Policy .......................................................................................................116
6.7. Sexual Assault and Other Sexual Misconduct Prevention Program and
Procedures .......................................................................................... 116
6.8. Dangerous Person Policy ..................................................................... 123
6.8.1. Harassment and Hazing ...........................................................................................123
6.8.2. Violence and/or Threats of Violence Policy ...........................................................124
6.8.3. Hate Crimes .............................................................................................................124
LECOM College of Medicine Academic Catalog and Student Handbook v
6.9. Suicide Intervention Policy ................................................................. 125
6.10. Campus Visitors .................................................................................. 125
6.10.1. Visitor Policy for Minors .........................................................................................126
7. REGISTRAR AND EDUCATIONAL RECORDS ............................................... 127
Introduction: Institutional Registrar ............................................................ 127
7.1. Transcripts ......................................................................................... 127
7.2. Grade Reports ..................................................................................... 127
7.3. Updating Student Records ................................................................... 127
7.3.1. Student Racial/Ethnic Self-Description ...................................................................129
7.4. Class Rank for Doctors Professional Programs .................................... 129
7.5. Issuance of Diplomas ........................................................................... 129
7.6. Family Educational Rights and Privacy Act ......................................... 129
7.6.1. Definition of Educational Records ..........................................................................130
7.6.2. Procedure to Inspect Educational Records ..............................................................131
7.6.3. Right of LECOM to Refuse Access ........................................................................131
7.6.4. Record of Requests for Disclosure ..........................................................................132
7.6.5. Disclosure of Directory Information .......................................................................132
7.6.6. Correction of Educational Records .........................................................................132
7.6.7. FERPA Breach ........................................................................................................133
7.6.8. Placement in Employment .......................................................................................133
8. STUDENT AFFAIRS ............................................................................................... 135
Introduction: Student Affairs ....................................................................... 135
8.1. Behavioral Health Services .................................................................. 135
8.1.1. Protocol for Managing Students in Distress ............................................................138
8.1.2. LECOM Behavioral Intervention Team ..................................................................138
8.2. Student Health Services ...................................................................... 139
8.3. Disability Services ............................................................................... 141
8.3.1. Requesting Special Accommodations Due to a Disability ......................................141
8.3.2. LECOM Accommodations for Testing and Licensing Examinations .....................142
8.3.3. Contact for Disability Services by LECOM Campus ..............................................142
8.3.4. Discrimination Prohibited .......................................................................................142
8.4. Leave of Absence ................................................................................. 143
8.5. Mandatory Leave of Absence ............................................................... 144
8.6. Withdrawal Policy ............................................................................... 145
8.7. Academic Freedom .............................................................................. 145
8.8. Health Records Policy ......................................................................... 146
8.8.1. Health Records for First Year Students ...................................................................146
8.8.2. Mandatory Student Health Insurance Policy ...........................................................147
8.9. Living Accommodations ...................................................................... 147
LECOM College of Medicine Academic Catalog and Student Handbook vi
8.10. Locker Assignment Policy ................................................................... 148
8.11. Student Death ..................................................................................... 148
8.12. Bookstore ............................................................................................ 149
8.13. Credit Card Marketing Policy ............................................................. 149
8.14. Student Activities ................................................................................ 149
8.14.1. Grade Requirements for Participation Policy ..........................................................149
8.14.2. LECOM Student Government .................................................................................150
8.14.3. LECOM Clubs and Organizations ...........................................................................150
8.14.4. College Committees ................................................................................................150
8.14.5. Recognition of Student Organizations .....................................................................150
8.14.6. Student Organization Stationery and Use of College Logos ...................................150
8.14.7. Student Sponsored Events .......................................................................................151
8.14.8. LECOM Video Bulletin Board ................................................................................151
8.14.9. Student Participation in LECOM Sponsored Research ...........................................151
9. STUDENT CONDUCT AND PROFESSIONALISM ........................................... 152
Introduction: Code of Student Conduct and Professionalism ........................ 152
9.1. Purpose of the Student Code ............................................................... 152
9.2. Student Honor Code and Professional Conduct.................................... 152
9.3. Attendance, Tardiness and Absences ................................................... 153
9.3.1. Cell Phone Usage ....................................................................................................155
9.3.2. LECOM Physical Health Policy including COVID-19 ...........................................155
9.3.3. Cancellation of Class ...............................................................................................156
9.4. Dress Code Policy ................................................................................ 157
9.5. The Student Promotion and Graduation (SPG) Committee and
Academic Standing and Professionalism (ASP) Committee .................. 157
9.6. Adjudication of Honor Code Violations ............................................... 159
9.6.1. Functioning of the Student Code .............................................................................160
9.6.2. Examples of Honor Code Infractions ......................................................................160
9.6.3. Examples of Non-Honor Code Infractions ..............................................................162
9.7. Penalties ............................................................................................. 163
9.7.1. Behavioral Penalties ................................................................................................163
9.8. Student Disciplinary Procedures ......................................................... 164
9.8.1. Enrollment Status During Appeal ...........................................................................167
9.9. Procedure for Student Grievance/Appeal ............................................. 167
9.10. Protocol for Input on Matters of Student Concern ............................... 168
9.11. Legal Limitations on the Practice of Medicine, Pharmacy, Dentistry,
and Podiatric Medicine ....................................................................... 169
9.12. LECOM Facilities Policies ................................................................... 170
9.12.1. Photography, Videotaping, and Audio Recording ..................................................170
9.12.2. Recording of Lectures .............................................................................................171
LECOM College of Medicine Academic Catalog and Student Handbook vii
9.12.3. Food and Beverage Directives .................................................................................171
9.12.4. Recycling .................................................................................................................171
10. APPENDICES ........................................................................................................... 172
Appendix A - Emergency Numbers ............................................................... 172
Appendix B - Social Networking Policy ......................................................... 174
Appendix C - Consent To Photograph ........................................................... 176
Appendix D - Student Signature Page For Travel Requests ........................... 177
Appendix E - Request For Leave Of Absence Form ....................................... 178
Appendix F - Leave of Absence Form for Financial Aid ................................ 179
Appendix G - Student Change of Status Form ............................................... 180
Appendix H – Name or Gender Designation Change request form ................. 183
Appendix I - The Osteopathic Oath .............................................................. 184
Appendix J - AOA Code of Ethics ................................................................. 185
Appendix K - Policy Statement on Title IX Compliance and Affirmation of
the Prohibition of Sexual Harassment, Misconduct or Violence ........... 188
Appendix L - LECOM Board Of Trustees ..................................................... 214
Appendix M - LECOM Erie: College of Osteopathic Medicine ...................... 215
Appendix N- LECOM Bradenton: College of Osteopathic Medicine
Administration, Faculty and Staff ....................................................... 232
Appendix O - LECOM at Seton Hill: College of Osteopathic Medicine
Administration, Faculty and Staff ....................................................... 238
Appendix P - LECOM at Elmira: College of Osteopathic Medicine
Administration, Faculty and Staff ....................................................... 241
Appendix Q - LECOM Clubs and Organizations ........................................... 245
LECOM College of Medicine Academic Catalog and Student Handbook viii
LECOM
College of Osteopathic Medicine
Erie, Bradenton, LECOM at Seton Hill, LECOM at Elmira
2024 – 2025 Academic Calendar
Academic Year Begins – 3
rd
& 4
th
Year Rotations
May 27, 2024
Registration Day
July 26, 2024
Orientation for the Class of 2027: Academic Year Begins
July 29, 2024
Academic Year Begins – 2
nd
Year Students
August 4, 2024
Labor Day (No Classes)
September 2, 2024
Thanksgiving Break (No Classes)
November 27-29, 2024
Classes Resume
December 2, 2024
Semester Ends
December 20, 2024
Second Semester Begins – 1
st
& 2
nd
Year
January 6, 2025
MLK Day (No Classes)
January 20, 2025
Semester End Date – 2
nd
Year
May 16, 2025
Semester End Date – 1
st
Year
May 23, 2025
Academic Year Ends – 3
rd
& 4
th
Year Rotations
May 23, 2025
Commencement: Erie, LECOM at Seton Hill and Elmira
June 1, 2025
Commencement: Bradenton
June 8, 2025
2025 – 2026, 2026 – 2027, and 2027 – 2028 Academic Calendars
Calendar Events
2025 – 26
2026 – 27
2027 – 28
Academic Year Begins – 3
rd
and 4
th
Year
June 2
June 1
May 31
Registration Day
July 25
July 24
July 23
Orientation – 1
st
Year: Academic Year Begins
July 28
July 27
July 26
Academic Year Begins – 2
nd
Year
August 4
August 3
August 2
Labor Day – No Classes
Sept. 1
Sept. 7
Sept. 6
Thanksgiving Break - No Classes
Nov. 26-28
Nov. 25-27
Nov. 24-26
Classes Resume
Dec. 1
Nov. 30
Nov. 29
Semester Ends
Dec. 19
Dec. 18
Dec. 17
Second Semester Begins – 1
st
and 2
nd
Years
Jan. 5
Jan. 4
Jan. 3
MLK Day (No Classes)
Jan. 19
Jan. 18
Jan. 17
Semester End Date – 2
nd
Year
May 15
May 14
May 12
Semester End Date – 1
st
Year
May 22
May 21
May 19
Academic Year Ends – 3
rd
and 4
th
Years
May 29
May 28
May 26
Commencement: Erie, LECOM at Seton Hill and Elmira
May 31
May 30
May 28
Commencement: Bradenton
June 7
June 30
June 4
LECOM College of Medicine Academic Catalog and Student Handbook 1
1. GENERAL INFORMATION
1.1. D
ESCRIPTION AND PURPOSE OF ACADEMIC CATALOG AND STUDENT
HANDBOOK
This publication is a reference guide for students in all programs offered by LECOM’s College of
Osteopathic Medicine, leading to the degrees of Doctor of Osteopathic Medicine (D.O.). The Academic
Catalog and Student Handbook contains information about academic standards, grading, class
attendance, tuition and fees, refund policy, student promotion, retention, graduation, academic freedom,
students’ rights and responsibilities, the filing of grievances and appeals, along with other information
about LECOM pertinent to the student body. Separate reference guides are provided for the School of
Pharmacy, School of Dental Medicine, School of Podiatric Medicine, Graduate School of Biomedical
Sciences, School of Health Services Administration, and the Masters of Medical Sciences in
Bradenton. In addition, there is a Clinical Clerkship Manual that covers additional topics pertinent to
the clinical years and clinical curriculum.
Each step of the educational process, from admission through graduation, requires continuing review
and approval by the LECOM administration. LECOM is not responsible for and disclaims any
misrepresentations of its requirements or provisions that might arise as a result of errors in preparation
of the Academic Catalog and Student Handbook. LECOM reserves the right, at any time, with or
without notice to modify the Academic Catalog and Student Handbook, including but not limited to
changes in requirements, courses, policies, and procedures.
Each student enrolled in LECOM is individually responsible for knowledge of the current academic
regulations, the general and specific requirements, and the operational policies as contained in the
Academic Catalog and Student Handbook and other official documents or announcements of LECOM.
This Handbook can be viewed electronically on the LECOM web site at
https://lecom.edu/academics/academic-catalog/
To the extent applicable, students are subject to and will be expected to observe the provisions of the
Code of Ethics of the American Osteopathic Association upon matriculation.
The Academic Catalog and Student Handbook is reviewed annually to ensure accuracy and to reflect
any revisions to programs or policies. A new Academic Catalog and Student Handbook is published on
or about July 1 of each year.
1.2. INSTITUTIONAL MISSION STATEMENT OF THE LAKE ERIE COLLEGE
OF
OSTEOPATHIC MEDICINE AND VALUES
Institutional Mission Statement
The mission of the Lake Erie College of Osteopathic Medicine is to prepare students to become
osteopathic physicians, pharmacy practitioners, dentists, and podiatric physicians through programs of
excellence in education, research, clinical care, and community service to enhance the quality of life
through improved health for all humanity. Serving as a guiding light and cornerstone in medical
education and true to the core principles of its founders, the Lake Erie College of Osteopathic Medicine
has expanded its reach to include exceptional programs in graduate studies designed to provide scholars
superlative education in the respective areas of study. The professional programs are dedicated to serve
all students through innovative curriculum and the development of postdoctoral education and
interprofessional experiences.
LECOM College of Medicine Academic Catalog and Student Handbook 2
Institutional Values indicate how we desire to behave with one another and how we regard our
professional community. With its holistic focus on creating an effective learning environment, the
LECOM administration, faculty, and student body work together to achieve the following:
1. Quality in Osteopathic Medical Education
continuous improvement of performance that meets or exceeds administrative, faculty and
student expectations.
2. Acceptance of Accountability
affirmative response to and action on duties and responsibilities given.
3. Cooperative Relationship
a joint effort and a caring commitment to achieve common goals.
4. Trust, Honesty, and Integrity
adherence to values; truthfulness, worthy of confidence.
5. Collegiality
the spirit of working together for the common good.
6. Commitment to the Whole
an allegiance to a positive course of action for the good of the whole.
7. Respect for Different Perspectives
reverence for and dignified treatment of each individual.
8. Diversity
distinction with identity.
9. Proactive Organization
persistence, perseverance, and leadership to achieve a vision and strategic goals.
1.3. HISTORY OF LECOM
Throughout history, legacy-creating, innovative decisions have distinguished between leader and
follower; between insight and apathy; and ultimately, between success and failure. Such is the case with
the history that has come to form the heritage of the Lake Erie College of Osteopathic Medicine.
As the 20th Century drew to a close, those in the governance of Millcreek Community Hospital (MCH)
in Erie, Pennsylvania, were faced with a problematic decision. In an era during which it was becoming
increasingly difficult to attract new physicians to the calling, this small community hospital sought to
maintain its position of leadership within the field of health care. The dilemma was dissected by the
group of visionaries at MCH who, through their astute prescience and vigilant observations, made a
decision to open a new school of medicine.
At a time during which much of the medical community did not see a need for additional medical
colleges, much less the need for physicians, the MCH Board saw it differently. The hospital existed in
an area within close proximity to Pittsburgh, Cleveland, and Buffalo; an area underserved by physicians.
The establishment of a medical college in Erie had the intended effect of allowing the hospital to train
needed new doctors and to accommodate the open positions at MCH and at other hospitals throughout
the region.
LECOM College of Medicine Academic Catalog and Student Handbook 3
The journey began in September 1988, when the Board of Trustees of Millcreek Community Hospital
conducted a major strategic planning retreat. Attendees at the planning session established a new
hospital mission that emphasized the need for educating osteopathic physicians to provide medical
services to the medically underserved areas across Northwestern Pennsylvania.
In March 1989, the Board of Trustees assembled an Osteopathic Medical School Task Force that began
to explore the feasibility of founding a new osteopathic medical school. The Lake Erie College of
Osteopathic Medicine (LECOM) was established as the 16th college of osteopathic medicine in the
nation with its receipt of a Commonwealth of Pennsylvania Charter in December 1992. The Charter
Class began on August 9, 1993, at a new campus on West Grandview Boulevard in Erie, Pennsylvania.
With the graduation of the LECOM inaugural class on May 24, 1997, the College received full
accreditation from the American Osteopathic Association. Since that time, LECOM has granted the
Doctor of Osteopathic Medicine (DO) Degree to more than 8,200 graduates.
For almost three decades, the Lake Erie College of Osteopathic Medicine has realized its foundational
promise under the skillful and steady direction of its President and CEO, John M. Ferretti, D.O., who
has established, expanded, and advanced the LECOM mission.
Dr. Ferretti is a Board Certified Internist who was among the College founders and who is a nationally
recognized leader in osteopathic medicine. Dr. Ferretti’s visionary leadership of the whole of the
Institution has ushered in an era of national prominence and unprecedented growth.
In 2000, within a period of only eight years after its founding, LECOM experienced an intensity of rapid
growth as a small group of first-year medical students arrived as pioneers in a new Learning Pathway.
LECOM would be the first of its kind to introduce an effectively innovative approach to medical
education, Problem-Based Learning (PBL). By working in small groups through a paradigm of self-
directed study, PBL students are tasked to think clinically and to solve problems in the same way in
which a physician diagnoses a patient.
By 2002, College growth and enrollment required LECOM to triple the size of the original medical
school building, adding another 100,000 square feet of modern teaching, learning and research facilities.
With the acquisition of the neighboring LORD Corporation (now LECOM West) property in 2011, the
College is now expansively situated along West Grandview Boulevard where a park-like, 53-acre
campus boasts an excellent view of Lake Erie.
A continually growing medical and wellness campus also stretches along Peach Street in Erie as the
College and community engage in the whole-body wellness paradigm that has become LECOM Health,
the only health system in the United States with an Osteopathic Academic Health Center. The College,
Millcreek Community Hospital, and Medical Associates of Erie - the clinical practice network of
physician offices located in Erie County - form the core of this highly innovative medical education and
patient care system.
True to the College mission, to provide primary health care to Northwestern Pennsylvania, LECOM
achieved another milestone with the addition of its School of Pharmacy. The Commonwealth of
Pennsylvania approved the LECOM School of Pharmacy in May of 2001 with its unique three-year,
accelerated curriculum. Classes began in September of 2002, and LECOM held its first pharmacy school
graduation in June of 2005. Following that commencement, the LECOM School of Pharmacy received
full accreditation from the Accreditation Council for Pharmacy Education. Since that time, LECOM has
granted the Doctor of Pharmacy (PharmD) degree to more than 3,300 graduates.
In addition to the original campus in Erie, Pennsylvania, LECOM has continued its role in the vanguard
of national leadership in osteopathic medicine by developing a branch campus in Bradenton, Florida.
Located in the lush, palm-embowered setting of Lakewood Ranch, a master-planned community in
LECOM College of Medicine Academic Catalog and Student Handbook 4
Manatee County, Florida, LECOM Bradenton welcomed its first class of medical students on September
13, 2004. With the enrollment of the Bradenton Class of 2011, LECOM became the largest medical
college in the nation. In 2007, the School of Pharmacy also expanded to Florida, offering a traditional
four-year Doctor of Pharmacy degree curriculum, and graduating the first class from LECOM Bradenton
in 2011.
In keeping with its proven tradition of leading the field in medical education, LECOM initiated the
Masters of Science in Medical Education Degree Program at the Erie campus in 2005. This postgraduate
course became the first distance education program at LECOM, and it trains physicians to become
teachers and leaders in the clinical education of future physicians. In addition to filling the need for
teaching physicians, LECOM recognized the need for professors who could teach anatomy, one of the
vital basic sciences required in medical education, so the College introduced a Doctor of Philosophy
(Ph.D.) in Anatomy Education.
To further the education of potential medical, pharmacy, and dental school recruits, the College also
offers the Masters of Science in Biomedical Sciences Degree, a Masters in Medical Science Degree, and
the Health Sciences Post Baccalaureate Certificate.
Seeking to quickly and effectively fill the need for more physicians, LECOM added two accelerated
programs in the medical college: the Primary Care Scholars Pathway (in 2007), and the Accelerated
Physicians Assistant Pathway (in 2011). These Programs allow qualified students to complete the
Doctor of Osteopathic Medicine Degree in just three years.
The vision of LECOM continued in 2009, with the extension of LECOM Erie to the campus of the
private liberal arts institution of Seton Hill University in Greensburg, Pennsylvania. LECOM at Seton
Hill added an additional 104 medical students to the first-year class, and now, it has an ever-increasing
medical school enrollment.
In July 2012, the LECOM School of Dental Medicine welcomed students in Bradenton, establishing yet
a new era in the betterment of healthcare education. The first class of dental students graduated in 2016.
These scholars undertook three years of academic and basic clinical training at LECOM Bradenton.
They completed their fourth year of study at community-based dental outreach offices in DeFuniak
Springs, Florida and in Erie, Pennsylvania. These sites were chosen, in part, because of the enduring
LECOM commitment to provide care where it is most needed.
Ever vigilant to marking innovative trends in education, LECOM added two distance education
pathways in 2014. The School of Pharmacy Distance Education Pathway is one of only four online-
distance education programs in the nation for pursuing the Doctor of Pharmacy Degree. The online
classes for the Masters in Health Services Administration have provided the highly sought after
opportunity for professionals aspiring to take leadership roles in the administration of hospitals, clinical
practices, and in other healthcare facilities. Realizing that healthcare professionals are encountering
cultural and social attitudes, values, and beliefs that may differ from their own personal perceptions,
LECOM developed an online degree for the Master in Science in Biomedical Ethics Degree. This
Program fills the need for healthcare workers and administrators who are better prepared to recognize
and effectively handle the ethical complexities and dilemmas woven into modern medical practice.
Augmenting the noteworthy educational advancements, LECOM has been ever cognizant of its role in
community enrichment, service, and the promulgation of health for all. With the 2009 opening of the
John M. and Silvia Ferretti Medical Fitness and Wellness Center, the College founded a medically
integrated wellness center that not only serves the fitness and medical education needs of LECOM
students and employees of LECOM Health, but one that also offers to the populace of Erie County an
opportunity to pursue a better quality of life through prevention and wellness.
Also in 2014, LECOM incorporated LifeWorks Erie now known as LECOM Center for Health and
LECOM College of Medicine Academic Catalog and Student Handbook 5
Aging into its family of health and educational services. The affiliation offers programs, services, and
lifelong learning opportunities for individuals age 50 and older, has complemented and enhanced the
ability of the LECOM Institute for Successful Aging to serve the growing elderly population throughout
the region.
In 2015, as LECOM wholly recast the very paradigm in comprehensive patient-centered health care, the
LECOM Institute for Successful Aging opened the 144-bed LECOM Senior Living Center adjacent to
Millcreek Community Hospital. The welcoming and homelike environment, coupled with a skilled
nursing facility, is the next generation of innovative, compassionate, and comprehensive health care
designed specifically for older adults.
Ever aware of changing community needs, LECOM recognized the disproportionately growing senior
population in Erie County by adding a multifaceted component to its health care programs for older
adults.
In 2015 the LECOM Institute for Successful Aging opened the 144-bed LECOM Senior Living Center
adjacent to Millcreek Community Hospital. The welcoming and homelike environment, coupled with a
skilled nursing facility, is the next generation of innovative, compassionate, and comprehensive health
care designed specifically for older adults.
As part of the LECOM commitment to wellness for this growing age group, LECOM also purchased
Parkside Senior Living Communities consisting of three independent living and personal care apartment
complexes, located in Erie, Northeast, and Millcreek, then added two additional long-term care facilities
in 2016, LECOM at Village Square and LECOM Nursing and Rehabilitation Center. Since then,
LECOM has added four more senior living communities in Northwestern PA: Parkside at Corry (2020),
Parkside at Glenwood (2022), Parkside at Elmwood, and LECOM at Elmwood Gardens (2023).
The prodigious undertaking further solidifies LECOM as the seminal provider of a healthful and
proactive amalgam of comprehensive services that afford older adults independent decision-making
options throughout each part of the continuum of care.
Life is change; growth is optional. In this area, LECOM always has chosen wisely. Knowing the way in
which to grow is just as important as knowing when to do so.
Thus, the Lake Erie College of Osteopathic Medicine met the new year of 2016 with multiple
acquisitions, including Corry Memorial Hospital, LECOM Nursing and Rehabilitation Center, and the
Visiting Nurse Association of Erie County. Growth continued in 2017, as LECOM Health (joined by
Allegheny Health Network) became a partner with Warren General Hospital in Warren, Pennsylvania.
In January of 2014, the College began its Graduate School of Biomedical Sciences with the Master of
Science in Medical Education (MSMed Ed), the Master of Science in Biomedical Sciences (MSBS), the
Master of Medical Science (MMS), the Doctoral Program in Medical Education, the Doctoral Program
in Anatomy Education, the Doctoral Program in Medical Microbiology Education, the Doctoral Program
in Pharmacy Education, and the Master of Science in Nursing – Clinical Nurse Leader (MSN-CNL)
programs. The Graduate School of Biomedical Sciences was established to provide educational and
research opportunities for students in a variety of different career paths.
In September of 2018, LECOM announced the formation of the LECOM School of Health Services
Administration (SHSA). The school teaches the business of healthcare as it prepares future leaders to
meet the evolving need for competent and well-trained administrators and providers.
The SHSA program offers the Doctor of Healthcare Administration (DHA), Master in Health Services
Administration (MHSA), Master of Science in Medical Cannabinoid Therapeutics (MS MCT), Master
of Science in Biomedical Ethics (MSBE), and Masters in Public Health (MPH). The LECOM SHSA
programs provide students with indispensable knowledge, leadership, and communication skills required
LECOM College of Medicine Academic Catalog and Student Handbook 6
to plan, direct, and coordinate medical and health service organizations such as hospitals, health care
facilities, public health care organizations, pharmacies, private practice groups, and senior living centers.
The knowledge gained from these programs is vital to the understanding, planning, and implementation
of sound fiscal policy, strategic planning, industry compliance, ethics, and responsible governance.
The beginning of all promising enterprises, undertakings, or accomplishments begins with an idea. With
that idea usually follows a set of circumstances, which, in retrospect, appear to have forecast a prophetic
outcome.
On July 15, 2019, the New York State Board of Regents approved the LECOM request to operate its
Doctor of Osteopathic Medicine Program in Elmira, New York. With this approval, LECOM welcomed
120 first-year medical students to its newest campus, LECOM at Elmira, in July of 2020.
An expansive, 49,000 square foot state-of-the-art academic building now houses LECOM on the Elmira
College campus in Elmira, New York, where LECOM scholars are now trained in the medical
excellence that defines a LECOM education.
The leadership at LECOM has held fast to the tenet that the great use of life must be spent for something
that will outlast it. Every LECOM endeavor has spoken to that noble end, and in every mission,
enduring service and unyielding exceptionalism has been at its heart.
In August of 2019, officials with Corry Memorial Hospital (CMH), an affiliate of LECOM Health,
celebrated the Grand Opening of the Corry Medical Arts Building. The state-of-the-art facility is now
the home of the Corry Rural Health Clinic as well as offices for primary care and specialty physicians.
Residents of Corry, Pennsylvania now have access to expanded healthcare options allowing them to
receive high-quality care in their own region. The clinic offers a broad spectrum of services, including
family medicine, geriatrics, internal medicine, podiatry, urology, endocrinology, orthopedic surgery,
OB-GYN, general surgery, and gastroenterology.
In September of 2019, LECOM Health opened an outpatient pharmacy on Peach Street, and it acquired
Colonial Family Pharmacy. As of November of 2020, both pharmacies were branded as Colonial Family
Pharmacy. LECOM Health has extended its ever stalwart commitment to the Erie region by offering
pharmacy services at two convenient Erie locations. Colonial Family Pharmacy offers outpatient
pharmacy services in the small-town, personalized, and friendly manner that customers have come to
expect from community pharmacies. Recommendations for the correct over-the-counter products for
specific needs or conditions - including smoking cessation, pain management, diabetes, and high blood
pressure - are backed by the knowledge and training that is the hallmark of the LECOM imprimatur.
In January of 2020, LECOM Health consolidated many of its mental health services. With the opening
of the LECOM Institute for Behavioral Health, outpatient psychiatric care and medication management
became readily accessible from a team of ten psychiatrists, as well as from expert counselors and
compassionate support staff. An established leader in behavioral health care, LECOM Health began
providing the needed services at Millcreek Community Hospital in 2001.
Already the fourth largest provider of behavioral health services in Pennsylvania, continuing
enhancement and development of behavioral health services has been an ongoing theme at LECOM.
The LECOM Institute for Behavioral Health offers 101 psychiatric and inpatient detox beds at MCH;
and recently, it has added a new, 10-bed residential psychiatric health facility for children and
adolescents designed to assist youngsters between the ages of seven and seventeen who are navigating
emotional difficulties.
Further augmenting the wide range of behavioral healthcare offerings at the Institute, the newly
affiliated Achievement Center of LECOM Health provides quality therapeutic services to children and
families throughout the region. Achievement Center programs are designed to meet the unique needs of
LECOM College of Medicine Academic Catalog and Student Handbook 7
children and adolescents who are experiencing emotional, social, physical, or behavioral challenges.
Furthering its enduring pledge to the healthful improvement of underserved areas, LECOM opened the
Union City Rural Health Clinic in June of 2020.
LECOM Health opened its newest senior residential facility in November of 2020. Parkside at Corry
features 39 spacious and beautifully designed apartment homes. Boasting a wide range of amenities and
services, Parkside at Corry promotes an independent and healthful senior lifestyle.
Early in 2021, LECOM combined the resources of LECOM Health and Corry Counseling Services to
further expand behavioral healthcare options, particularly in rural and underserved locales. For more
than four decades, Corry Counseling Services has assisted children and adults with mental and
developmental disabilities throughout Erie, Warren, and Crawford Counties; now, as part of LECOM
Health, the mission expands and strengthens.
In July 2021, LECOM purchased the former Porreco Campus from Edinboro University of
Pennsylvania. The newly named LECOM Education Center sits on the 28-acre property on West 38th
Street, about seven miles outside of Erie. The new facility will be used for small group study for the
medical schools Problem Based Learning and Directed Study programs.
Now, in its 31
st
year, LECOM has established an unassailable reputation as a leader in medical
education and patient care, with its graduates highly sought after in the fields of medicine, pharmacy,
and dentistry. LECOM also has set the standard for affordable education in a private medical college
setting where graduates achieve outstanding board scores and journey forward to make a difference in
the field of health care.
The College has solidified its venerable place in medical education through a multiplicity of attributes;
one of its most noteworthy offerings focuses upon its student-centered Learning Pathways. LECOM
became one of the first institutions to present its curriculum in multiple learning styles designed to
address the specific educational needs of its students and it accorded to them a choice of three- or four-
year programs.
Coupled with its superlative curriculum, the character of those who practice their noble profession is at
the heart of a LECOM education. Those in leadership understood that a physician embodies honor,
professional appearance, purposeful action, and responsible behavior. The College adopted an honor
code, a dress code for classroom and clinic, and professional policies that inculcate respect for the
faculty, colleagues, and classmates.
The visionary leaders of medicine who founded LECOM sought to develop the core attributes that
define a healthcare professional: the credo of the calling; the intrinsic purpose of the healer; and the
foundation of that which carries a physician to seek the best version of themselves - for each defines the
future of medicine.
Much has transpired in almost three decades - education, enrichment, character, and community - all
within the prophecy of a prescient body of educators and physicians whose idea of the possible
triumphed over doubt.
The founders of the Lake Erie College of Osteopathic Medicine knew that their actions would inspire,
their mission would bring purpose, and their commitment to a vision would result in a better tomorrow,
not only for the generations of scholars who have crossed the threshold of a great institution but also to
the communities and to the larger world that they will serve in the calling of a lifetime.
LECOM College of Medicine Academic Catalog and Student Handbook 8
1.4. STATEMENT OF NONDISCRIMINATION
LECOM prohibits and does not engage in discrimination on the basis of race/ethnicity, religion, gender
or sex to include sexual orientation, gender identification, and gender expression, pregnancy, national
origin, ancestry, ethnicity citizenship, age, genetic characteristics, disability, or any other characteristic
protected by applicable law. This policy applies to all LECOM programs and activities, including but
not limited to admission, employment, education, scholarship, graduation, loan policies, practices, and
procedures.
LECOM seeks to admit qualified students and hire qualified employees for the creation of a diverse
body of thought and interest within its community of scholars. Our definition of diversity includes
race/ethnicity, religion, gender, or sex to include sexual orientation, gender identification, and gender
expression, national origin, ancestry, ethnicity citizenship, age, genetic characteristics, disability, or any
other characteristic, but is certainly not limited to those considerations. The candidate’s background in
the sciences, future career intentions, unique abilities, personality, and general accomplishments also are
carefully reviewed in seeking to have a diverse student body. For instance, a student who has
demonstrated unique talents and skills in research, or who has a unique life mission in public health
service, brings to our student body another important measure of diversity.
LECOM has no quotas, nor does it have set asides; regardless of race or ethnicity, all applicants are
considered in the same competitive pool using the same policies, procedures, and Admissions
Committee members. The Admissions Committee’s protocols ensure that all applicants receive
individualized and equal consideration.
The Institution and its college and schools are dedicated to ensuring access, fairness, and equity for all
persons in its educational programs, related activities, and employment, including those groups who
have faced historical barriers to full and fair integration and participation. All LECOM administrators,
faculty, staff, students, contractors, consultants, and volunteers are responsible for understanding and
complying with the Policy and Statement of Non-Discrimination.
1.4.1. Statement on Intolerance
LECOM is committed to creating an educational environment which is free from intolerance directed
toward individuals or groups and strives to create and maintain an environment that fosters respect for
others. Toward that end, LECOM provides opportunities for educational programs and activities to
create an inclusive environment.
1.5. OFFICE OF DIVERSITY, EQUITY, AND INCLUSION
LECOM’s initiative to support this educational undertaking is through the Office of Diversity, Equity,
and Inclusion. Teresa Hunter-Pettersen M.D., M.P.A., M.S., Associate Professor of Medical Education,
is the Institutional Director of Diversity, Equity, and Inclusion. Through Dr. Pettersen’s efforts, LECOM
has established the following Vision, Purpose, and Value Statements:
DEI Vision Statement
The vision statement of Lake Erie College of Osteopathic Medicine (LECOM) is to celebrate the
oneness of humanity, to foster meaningful discourse in an educational environment that supports a
humble posture of learning that is systematic across all Institutional Programs; steep in mutual respect
and trust for the diverse community we represent in promoting our mission to education and community
service.
DEI Purpose Statement
LECOM’s institutional educational policies acknowledge the value of a diverse and vibrant community.
LECOM College of Medicine Academic Catalog and Student Handbook 9
LECOM strives to continue to increase its visibility to broaden the diversity and inclusivity of its student
body, administration, and faculty representation. LECOM’s academic community invests in the
attainment of an education as well as training consistent with its vision.
Provisions for the Highest Quality Educational Experience
As a doctor’s professional practice institution, LECOM is committed to providing the highest quality
educational experience and continually seeks to improve our pedagogical practices and curricular
offerings. Students at LECOM bring with them differing backgrounds and perspectives which are to
support, to encourage and to engage in the educational learning environment, which leads to deeper
understanding, excellence, and innovation from members of the health professions team. Central to
LECOM’s approach is the pedagogical strategy of classroom discussion, used to broaden and enhance
student thinking. These discussions rely on the differing viewpoints, perspectives, and insights that a
diverse group of students and faculty bring to the dynamics of adapting a humble posture of learning
environments.
Preparations for Graduates aimed at Careers in a Diverse Society
In a multicultural, demographic society, representative of the United States means that LECOM
graduates will most likely meet, work with, and serve a vast array of people from diverse backgrounds
to whom familiarity and knowledge is not known from their own multicultural background. Even if the
differences between our graduates and the patients and colleagues they will serve are not visible, the
realities of our diverse society mean our graduates will certainly meet a wide variety of viewpoints and
opinions. The best way to prepare LECOM students to succeed in an increasingly diverse society is to
expose our students in meaningful ways to a process-oriented learning approach that adjusts for meeting
and addressing health equity needs in the patient-centered environment.
Diversity, Equity, and Inclusion – The ADDRESSING Model
Responsive to the expressed needs of students being trained in the health professions along with best
practices in diversity, equity, and inclusion work across higher education, LECOM has adopted the
ADDRESSING Model of Cultural Competency as described by Pamela A. Hays, Ph.D. Dr. Hays’ work
is a resource that better recognizes and understands cultural influences as a multidimensional
amalgamation representative of age, developmental and acquired disabilities, religion, ethnicity,
socioeconomic status, sexual orientation, indigenous heritage, national origin, and gender. The
ADDRESSING Model focuses on the unique characteristics of an individual based on intersectionality
of the multiple facets that influence an individual life experience. This framework orients the learner
about how to become cognizant of realities that underrepresented communities experience such as:
living in poverty, living with ethical boundaries while trying to ascertain health services and resources in
a complex system in urban and rural communities across the United States. Students will focus on
interpersonal communication skills focused on learning about diverse cultures through experience with
members of diverse groups as it relates to the development of culture-specific relationship skill building.
Students will focus on developing interpersonal and communication skills as it relates [to working
effectively with people of diverse ages, ethnic cultures, religions, disabilities, gender identities,
nationalities, and classes]1 as to ensure the development of an appropriate professional relationship and
rapport.
Students that LECOM attracts and trains to be leaders in the health professions are an integral and
important part of the contributions the Institution supports towards education and healthcare. LECOM
strives to meet the demand for strong leadership and innovation with skillful, compassionate practice in
the health profession.
LECOM College of Medicine Academic Catalog and Student Handbook 10
1.6. LECOM CAMPUSES AND FACILITIES
Erie, Pennsylvania Campus
LECOM Main Building
1858 West Grandview Blvd.
Erie, PA 16509
LECOM West Building
2000 West Grandview Blvd.
Eire, PA 16509
LECOM Bayfront Building
1 LECOM Place
Erie, PA 16505
LECOM Education Center (LEC)
2951 W. 38
th
Street
Erie, PA 16509
John M. & Silvia Ferretti Medical Fitness & Wellness Center
5401 Peach Street
Erie, PA 16509
Greensburg, Pennsylvania Campus
LECOM at Seton Hill Campus
Lynch Hall
20 Seton Hill Dr.
Greensburg, PA 15601
Elmira, New York Campus
LECOM Elmira Building
1 LECOM Place
Elmira, NY 14901
Bradenton, Florida Campus
College of Medicine and School of Pharmacy Building
5000 Lakewood Ranch Blvd.
Bradenton, FL 34211
School of Dental Medicine and School of Health Services Administration Building
4800 Lakewood Ranch Blvd.
Bradenton, FL 34211
1.6.1. The John M. & Silvia Ferretti Medical Fitness & Wellness Center
LECOM and Millcreek Community Hospital launched a project that joins health care services and
fitness programs into one center. The LECOM John M. and Silvia Ferretti Medical Fitness and Wellness
Center, housing a premier fitness center and clinical offices of Medical Associates of Erie, is a center
where the Erie Community can work toward disease prevention as well as seek treatment.
The spa-quality fitness center occupies the first two floors of the three-story building with three
LECOM College of Medicine Academic Catalog and Student Handbook 11
swimming pools, aerobic and yoga fitness rooms, basketball and racquetball courts, a 3-lane indoor
running track and a physical therapy facility. The third-floor houses offices for the Medical Associates
of Erie offering internal medicine, integrative medicine, geriatrics, orthopedic surgery, and
obstetrics/gynecology. The union of a comprehensive fitness center and medical offices into one center
reflects osteopathic medicine’s commitment to preventive, holistic health care. The LECOM John M.
and Silvia Ferretti Medical Fitness and Wellness Center opened in March 2009. All matriculating
students are eligible for membership.
Students at the Bradenton campus can make use of facilities at the YMCA, which is adjacent to the
campus. LECOM at Seton Hill students can make use of Seton Hill University’s fitness center and
athletic facilities. Likewise, LECOM at Elmira students will have access to the facilities of Elmira
College.
1.7. DEGREES AND CERTIFICATES AWARDED BY LECOM
LECOM awards the following degrees to students who have successfully fulfilled all requirements for
graduation and who have been recommended for graduation by the faculty:
Doctor of Osteopathic Medicine (D.O.)
Doctor of Dental Medicine (D.M.D.)
Doctor of Pharmacy (Pharm.D.)
Doctor of Podiatric Medicine (D.P.M.)
Doctor of Healthcare Administration (D.H.A.)
Doctor of Philosophy in Anatomy Education (Ph.D.)
Doctor of Philosophy in Medical Education (Ph.D.)
Doctor of Philosophy in Microbiology Education (Ph.D.)
Doctor of Philosophy in Pharmacy Education (Ph.D.)
Masters in Health Services Administration (M.H.S.A.)
Masters in Public Health (M.P.H.)
Master of Medical Science (M.M.S.)
Master of Science in Biomedical Ethics (M.S.B.E.)
Master of Science in Biomedical Science (M.S. in Biomedical Science)
Master of Science in Medical Cannabinoid Therapeutics (M.S. M.C.T.)
Master of Science in Medical Education (M.S. Med. Ed.)
Master of Science in Nursing – Clinical Nurse Leader (M.S.N. – C.N.L.)
Post Baccalaureate Certificate – Pharmacy Enrichment
Post Associate Certificate – Pre-Pharm.D. Enrichment
Post Associate Certificate – R.N. to Pharm.D. Bridge
1.8. NOTIFICATION OF PROFESSIONAL LICENSURE
LECOM professional programs, Osteopathic Medicine, Pharmacy, Dentistry, and Podiatric Medicine all
meet the school education requirements for licensure in all states in the United States. Attainment of the
D.O., Pharm.D., D.M.D., and D.P.M. degree is one component of the state licensure process.
LECOM medical students are eligible to sit for the Comprehensive Osteopathic Medical Licensing
Examination (COMLEX) Level 1, Level 2-CE, and Level 2-PE (suspended indefinitely); and LECOM
graduates are eligible to sit for the COMLEX Level 3 examination. All components of COMLEX must
be successfully passed to obtain licensure in the United States. Individual states may have additional
requirements, including requirements for successful completion of graduate medical education (i.e.,
residency training). Specific requirements for obtaining licensure as an osteopathic physician in the state
where a license will be sought should be obtained from that state’s licensing board.
LECOM College of Medicine Academic Catalog and Student Handbook 12
LECOM pharmacy graduates are eligible to sit for the North American Pharmacists Licensure
Examination (NAPLEX) and the subsequent Multistate Pharmacy Jurisprudence Exam (MPJE). All
components of the licensing examination must be successfully passed to obtain licensure in the United
States. Individual states may have additional requirements. Specific requirements for obtaining licensure
as a pharmacist in the state where license will be sought should be obtained from the state’s licensing
board.
LECOM dental students and graduates are eligible to sit for the Integrated National Board Dental
Examination (INBDE) and American Board of Dental Examiners (ADEX) examinations. All
components of licensure examinations must be successfully passed to obtain licensure in the United
States. Individual states may have additional requirements, including requirements for successful
completion of graduate dental education (i.e., residency training). Specific requirements for obtaining
licensure as an osteopathic physician in the state where a license will be sought should be obtained from
that state’s licensing board.
LECOM podiatric medical students and graduates are eligible to sit for the American Podiatric medical
Licensing Examinations (APMLE) Level I, II, and II CSPE; and LECOM graduates are eligible to sit for
the APMLE Level III examination. All components APMLE must be successfully passed to obtain
licensure in the United States. Individual states may have additional requirements, including
requirements for successful completion of graduate podiatric medical education (i.e., residency training).
Specific requirements for obtaining licensure as an osteopathic physician in the state where a license
will be sought should be obtained from that state’s licensing board.
1.9. ACCREDITATION, LICENSURE AND STUDENT COMPLAINTS
1.9.1. Accreditation
Institutional Accreditation
LECOM is accredited by the Commission on Higher Education of the Middle States Association of
Colleges and Schools. The Commission is recognized by the U.S. Secretary of Education and the
Commission on Recognition of Postsecondary Accreditation.
1007 North Orange Street
4
th
Floor, MB #166
Wilmington, DE 19801
(267) 284-5011.
College of Osteopathic Medicine Accreditation
LECOM College of Medicine is accredited by the American Osteopathic Association (AOA),
Commission on Osteopathic College Accreditation (COCA).
142 E. Ontario Street
Chicago, IL 6611-2864
(312) 202-8000
School of Pharmacy Accreditation
LECOM School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education
(ACPE) Board of Directors.
190 South LaSalle Street, Suite 3000
Chicago, IL 6603-3446
(312) 664-3575
LECOM College of Medicine Academic Catalog and Student Handbook 13
School of Dental Medicine Accreditation
LECOM School of Dental Medicine is accredited by the Commission on Dental Accreditation (CODA)
and has been granted accreditation status of, “approval without reporting requirements.” The
Commission is a specialized accrediting body recognized by the United States
Department of Education.
211 East Chicago Avenue
Chicago, IL 6611
(312) 440-4653
School of Podiatric Medicine
LECOM School of Podiatric Medicine is accredited by the Council on Podiatric Medical Education
(CPME) and has been granted “candidacy status,” on October 24, 2022. The Commission is a
specialized accrediting body recognized by the United States Department of Education.
11400 Rockville Pike; Suite 220
Rockville, MD 20852
(301) 571-9200
1.9.2. State Licensure
State of Pennsylvania Licensure
The Lake Erie College of Osteopathic Medicine is licensed by the Department of Education of the
Commonwealth of Pennsylvania.
Bureau of Postsecondary and Adult Education
Pennsylvania Department of Education
333 Market Street
Harrisburg, PA 17126
(717) 783-6788
State of New York Licensure
LECOM at Elmira is under the general supervision of the New York State Board of Regents.
NY State Department of Education
89 Washington Avenue, Board of Regents, Room 110 EB
Albany, New York 12234
(518) 474-5889
State of Florida Licensure
All LECOM programs located at the Bradenton, Florida campus are licensed by the Commission for
Independent Education, Florida Department of Education. Additional information regarding the
institution can be obtained by contacting:
Commission for Independent Education
325 West Gains Street, Suite 1414
Tallahassee, FL 32399
(888) 224-6684
National Council for State Authorization Reciprocity Agreements (SARA)
LECOM participates in the SARA as a voluntary, regional approach to state oversight of postsecondary
distance education. As a SARA-approved institution, LECOM is authorized to offer online courses in
each state that is part of the agreement without having to get approval from each state individually.
LECOM College of Medicine Academic Catalog and Student Handbook 14
WCET/SAN provides individual state contact information which is available at this link:
https://wcetsan.wiche.edu/resources/student-complaint-information-state-and-agency
Map of SARA states: http://nc-sara.org/sara-states-institutions
Students may review the institution’s final accreditation and licensing documents upon request.
Requests should be made to Student Affairs.
1.9.3. Student Complaints to State Licensing Agencies and Accreditors
If a student enrolled at a LECOM campus does not receive satisfaction from a complaint filed with
LECOM pursuant to the LECOM delineated process for filing a complaint, the student may contact the
state department of education in the state where the student is enrolled.
In Pennsylvania, students may contact the following to obtain a complaint form and submit it to:
Bureau of Postsecondary and Adult Education
Pennsylvania Department of Education
333 Market Street, 12th Floor
Harrisburg, PA 17126-0333
Phone: (717) 783-8228
Fax: (717) 772-3622
Email: RA[email protected] (for submission of form or questions)
Or see the following link for the process and form.
http://www.education.pa.gov/Documents/Postsecondary-
Adult/College%20and%20Career%20Education/Colleges%20and%20Universities/Higher%20Education
%20Complaint%20Form.pdf
In Florida, students may send by letter or e-mail the following information:
1. Name of Student (or Complainant)
2. Complainant Address
3. Phone Number
4. Name of Institution
5. Location of the Institution (City)
6. Dates of Attendance
7. A full description of the problem and any other documentation that will support your claim such
as enrollment agreements, correspondence, etc.
Send Letter To:
Commission for Independent Education
325 W. Gaines Street, Suite 1414
Tallahassee, FL 32399-0400
Or E-mail: [email protected]
Or Fax: 850-245-3238
In New York, students may send by letter or e-mail the following information:
New York State Board of Regents which can be reached at the NY State Department of Education, 89
Washington Avenue, Board of Regents, Room 110 EB, Albany, New York 12234, Phone: 518-474-
5889.
LECOM College of Medicine Academic Catalog and Student Handbook 15
LECOM out-of-state distance learning students residing in a SARA state may file a complaint with
the Pennsylvania SARA portal agency, the Pennsylvania Department of Education, or with a state
agency in the state in which they reside.
All State Contacts for Student Complaints:
WCET/SAN provides individual state contact information which is available at this link:
https://wcetsan.wiche.edu/resources/student-complaint-information-state-and-agency
SARA complaint process: https://nc-sara.org/sara-student-complaints
SARA FAQs about complaints: https://nc-sara.org/content/sara-and-students
Pennsylvania SARA information:
https://www.education.pa.gov/Postsecondary-Adult/CollegeCareer/Pages/State-Authorization-
Reciprocity-Agreement-(SARA).aspx
Students interested in: (1) making complaints related to the accreditation standards and procedures, or
(2) making complaints regarding the use of these accreditation standards and procedures during an
accreditation site visit site visits should make these complaints in writing to the Provost, Dean of
Academic Affairs, Dean of the School of Pharmacy or Dean of the School of Dental Medicine, who will
maintain records of the receipt, adjudication, and resolution of such complaints.
LECOM students may contact LECOM’s accreditor, the Middle States Commission on Higher
Education (MSCHE) directly regarding an institution’s compliance with the Commission’s standards for
accreditation, requirements of affiliation, and policies and procedures outside of a scheduled
accreditation review. Additional information is available by email at [email protected] or via the
commissions website: Complaints and Third Party Comments - Middle States Commission on Higher
Education (msche.org)
College of Medicine students may also contact the AOA directly. The American Osteopathic
Association (AOA) Commission on Osteopathic College Accreditation (COCA) Department of
Accreditation may be contacted by mailing 142 East Ontario Street, Chicago, IL, 60611, by phone at
(312) 202-8124, and by e-mail at predoc@osteopathic.org.
COCA Accreditation Complaint Policy and Complaint Form:
https://osteopathic.org/accreditation/accreditation-guidelines/
School of Pharmacy students may also be sent to the following web sites: csinfo@acpe-accredit.org
(regarding a professional degree program) or ceinfo@acpe-accredit.org (regarding a continuing
education provider).
School of Dental Medicine may also contact CODA directory. A copy of the appropriate accreditation
standards and/or the Commission’s policy and procedure for submission of complaints may be obtained
by contacting the Commission at 211 E. Chicago Avenue, Chicago, IL 60611 or by calling 1-800-621-
8099 extension 4653. Additional information on filing complaints can be found at
https://coda.ada.org/en/policies-and-guidelines/file-a-complaint
School of Podiatric Medicine may also contact Council on Podiatric Medical Education (CPME)
directly by contacting the CPEM at 9312 Old Georgetown Road, Bethesda, MD 20814 and by email at
CPMEstaff@cpme.org Additional information on filing complaints can be found at
https://www.cpme.org/files/CPME%20925%20October%202018%20final.pdf
LECOM College of Medicine Academic Catalog and Student Handbook 16
1.10. DISCLAIMER
The Lake Erie College of Osteopathic Medicine (LECOM) reserves the right to make changes in course
offerings, curricula, academic policies, tuition and fee schedules and other rules and regulations
affecting students to correct errors, omissions, inconsistencies, and changes required by regulatory,
accrediting and/or other governing bodies, as necessary. Date of effectiveness and interpretation of said
rules, regulations and policies are within the sole discretion of LECOM. These changes will apply to
students who are enrolled at the time of the changes as well as those who will become enrolled in the
future. LECOM is not responsible for and disclaims any misrepresentations of its requirements or
provisions that might arise because of errors in the preparation of the Academic Catalog.
The Academic Catalog is reviewed annually to ensure accuracy and to reflect any revisions to programs
or policies. A new Academic Catalog is published on or about July 1 of each year.
1.11. WRITTEN AGREEMENTS
Students in the College of Osteopathic Medicine, School of Pharmacy, School of Podiatric Medicine,
and School of Dental Medicine, will have a significant portion of their education provided while on
clinical rotations away from LECOM. LECOM has agreements with clinical preceptors/sites that are
available for review. The number of such agreements is substantial and varies from year to year. The
terms of these agreements impose no additional costs to LECOM students. Additional costs may,
however, be incurred by students on rotations in terms of travel and living expenses. These costs vary
widely, depending on the location of the rotation and the circumstances of the individuals.
LECOM College of Medicine Academic Catalog and Student Handbook 17
2. ACADEMIC PROGRAM - COLLEGE OF OSTEOPATHIC
MEDICINE
I
NTRODUCTION
LECOM has four campuses offering the Doctor of Osteopathic Medicine degree program (D.O.). The
D.O. Program currently offers five academic learning pathways for the preclinical curriculum portion of
the program: the Lecture Discussion Pathway (LDP), the Directed-Study Pathway (DSP), Problem-
Based Learning Pathway (PBL), the Primary Care Scholars Pathway (PCSP) and the Accelerated
Physician Assistant Pathway (APAP). The first four pathways are offered at the Erie campus. The
LECOM at Seton Hill campus offers the PBL and the APAP pathways. The Bradenton campus and
LECOM at Elmira offer only the PBL pathway.
− The LECOM Erie campus is located on a 53-acre campus overlooking beautiful Lake Erie. In
addition to the main campus, the College also has a facility on the Erie bayfront, a fitness center,
a clinical assessment center and the LECOM Education Center (LEC). Erie is known for its
maritime history and year-round recreational activities. The city enjoys a safe, "small-town"
atmosphere with "big city" amenities. The city is within a two-hour drive of Cleveland, Ohio;
Buffalo, New York; and Pittsburgh, Pennsylvania.
− The LECOM Bradenton branch campus is in Lakewood Ranch, a master-planned community in
Manatee County Florida. Students at this location study in the PBL pathway for their pre-
clinical basic science education. This campus is located 45 miles south of Tampa.
− LECOM at Seton Hill is an additional location of LECOM Erie located on the campus of Seton
Hill University in Greensburg, Pennsylvania. Students at this location study in the PBL pathway
for their pre-clinical basic science education. APAP students also matriculate at this location.
Greensburg is located approximately 30 miles east of Pittsburgh in Pennsylvania’s Laurel
Highlands recreation area.
− LECOM at Elmira is an additional location of LECOM Erie located adjacent to the Elmira
College campus in Elmira, NY. Students at this location study in the PBL pathway. LECOM at
Elmira students have access to all the educational/recreational amenities available at Elmira
College and may choose from a vast array of clinical rotation sites with numerous Graduate
Medical Education (GME) opportunities in New York State.
The Lake Erie College of Osteopathic Medicine is the nation’s largest medical school and has one of the
only Osteopathic Academic Health Centers among the colleges of osteopathic medicine. With Millcreek
Community Hospital, Corry Memorial Hospital, Warren General Hospital, and the Clinical Practices of
LECOM Health, the College is the core of an innovative medical education and health care system.
This partnership strives to add to the quality of life for our neighbors, bringing total health care to the
community by:
• Developing a 171-bed teaching hospital training new physicians and pharmacists in 9 residency
and fellowship programs in the region’s largest post-graduate medical training institution;
• Building a network of 25 clinical practices in Erie County with more than 60 physicians who not
only help to meet the health care needs of our patients, but also serve as clinical instructors for our
students;
• Offering one of the premiere medical fitness and wellness centers in the country designed to focus
on the total well-being of its members;
LECOM College of Medicine Academic Catalog and Student Handbook 18
• The LECOM Senior Living Center is part of the LECOM Institute for Successful Aging, a
network of services that provides a full continuum of care for seniors in Northwest Pennsylvania.
The Institute includes a total of 10 senior living communities – offering independent and
personal care apartments, and skilled nursing facilities totaling over 900 beds – as well as Share
Care housing, home care, geriatric clinics, behavioral health services, and more.
As LECOM continues its growth at the Pennsylvania, New York, and Florida campuses, the College
will continue its mission of providing a quality medical education at an affordable price as we prepare
the next generation of osteopathic physicians, podiatric physicians, pharmacists, dentists, healthcare
administrators and medical educators. For outcomes data on board performance, residency match rates,
and placement, go to: https://lecom.edu/about-lecom/lecom-accreditation/lecom-comlex-pass-rates/
Research is a key part of the LECOM mission to prepare well-qualified healthcare professionals. The
Office of Research maintains laboratories at the campuses in Erie, Elmira, Seton Hill, and Bradenton
including the 26,000 square foot LECOM West Research Center that opened in 2016 on the main
campus in Erie. At LECOM at Seton Hill, via agreement with Seton Hill University, LECOM faculty
may obtain access to the University’s laboratory facilities.
2.1. MISSION STATEMENT OF THE LAKE ERIE COLLEGE OF
OSTEOPATHIC MEDICINE AND EDUCATIONAL GOALS
Mission Statement
The mission of the Lake Erie College of Osteopathic Medicine is to prepare students to become
osteopathic physicians through a program of excellence in education, research, clinical care, and
community service to enhance the quality of life through improved health for all humanity. The
osteopathic medical program is dedicated to serve all students through innovative curriculum and the
development of postdoctoral education and interprofessional experiences.
Educational Goals of the College of Osteopathic Medicine
The primary goal of LECOM is to educate students to become physicians who practice within the
osteopathic concept. Additionally, the college’s goal is to educate and develop primary care physicians
who will practice in the osteopathic tradition. The college imparts to its students a firm academic
background, enabling them to pursue advanced training in medical specialties within osteopathic
medicine. The college encourages its students to participate in research and life-long learning to further
advance his or her chosen profession.
Educational Goals of the institution are outlined as follows:
1. Graduates will be able to demonstrate knowledge of osteopathic principles and practice,
demonstrate and apply knowledge of somatic dysfunction diagnosis and Osteopathic
Manipulative Treatment.
2. Graduates will be able to provide safe patient care that incorporates sound clinical judgment,
applied medical knowledge, osteopathic principles and practice, using a patient-centered
approach.
3. Graduates will be able to demonstrate knowledge of the larger systems context of health care
and identify system resources to maximize the health of the individual and the community or
population at large.
LECOM College of Medicine Academic Catalog and Student Handbook 19
4. Graduates will be able to demonstrate humanistic behavior; responsiveness to the needs of
patients that supersedes self-interest; accountability to patients, society, and the profession; a
commitment to excellence and ongoing professional development; respect for the patient as a
person; knowledge and application of ethical principles in practice and research; and
awareness and proper attention to the issues within cultural diversity.
5. Graduates will be able to demonstrate the understanding and application of foundational
biomedical and clinical sciences integral to the practice of osteopathic patient-centered care.
6. Graduates will be able to articulate and apply fundamental biostatistical and epidemiologic
concepts, clinical decision-making skills, and evidence-based medicine principles and
practices to provide effective patient-centered osteopathic medical care.
7. Graduates will be able to demonstrate the knowledge, behaviors, and attitudes that facilitate
accurate and efficient information gathering, empathetic rapport building, and effective
information giving in interactions with the patient, the patient’s family members and
caregivers, physician colleagues, and other members of the interprofessional collaborative
team.
2.1.1. The Philosophy of Osteopathic Medicine
Through innovation and dedication, today’s physicians and educators are developing tomorrow’s
physicians and health care professionals who understand the importance of preventive healthcare and the
principles of osteopathic whole-person medicine.
Osteopathic medicine stresses a comprehensive approach to the maintenance of health. The roots of
osteopathic medical education lie in the emphasis it places on the musculoskeletal system. The
interrelationship between the musculoskeletal system and other body systems are basic to health
maintenance and the prevention of disease. Founded by Andrew Taylor Still, M.D. (1828-1917),
osteopathic medicine utilizes four fundamental principles which enable the osteopathic physician to look
at health and disease in a unique manner:
• The body is a unit; the person is a unit of body, mind, and spirit.
• The body is capable of self-regulation, self-healing, and health maintenance.
• Structure and function are reciprocally interrelated.
• Rational treatment is based on the above three principles.
2.2. ADMISSIONS TO THE COLLEGE
There are four pathways to admission at LECOM: The traditional application process listed through
AACOMAS, admission through the Early Acceptance Program, admission through the Master of
Medical Science program, and Transfer.
2.2.1. Requirements
Applicants shall meet these minimum requirements:
A. Applicants will have completed a baccalaureate degree from a regionally accredited U.S.
or Canadian college or university by the time of enrollment. Applicants participating in
special affiliated programs with LECOM and other exceptions to this policy will be
considered on an individual basis, but in no case will an applicant be admitted who does
not have at least 75 percent of the credits required for a baccalaureate degree from a
college or university accredited by an agency recognized by the United States Department
LECOM College of Medicine Academic Catalog and Student Handbook 20
of Education.
B. Applicants must submit all MCAT scores. A minimum score of 497 on an exam taken
within the past five (5) years is required. However, LECOM recognizes that alternative
measures can be used to demonstrate the ability to handle its challenging curriculum and
that GPA is more predictive of successful completion of medical school. Thus, LECOM
has implemented the Academic Index Score, which uses undergraduate and graduate
GPAs in formula calculation with ACT and/or SAT Critical Reading and Math scores.
This Index may be used in consideration of offering interviews for applicants who have
not taken the MCAT or do not have the minimum required score. The minimum required
score for the AIS is 110.
C. Specific course requirements are as follows:
• Biology: A minimum of eight semester hours, of which a minimum of two hours of
laboratory work must be completed.
• Inorganic Chemistry: A minimum of eight semester hours, including two semester
hours of laboratory work.
• Organic Chemistry: Organic 1 – Four credits with one credit lab; Organic 2 – Four
credits with one credit lab (or a student may substitute 3 credits of Biochemistry for
Organic 2).
• Physics: A minimum of four semester hours, including one hour of laboratory work.
• English: A minimum of six semester hours of composition and literature.
• Behavioral Sciences: A minimum of six semester hours of courses in the behavioral
sciences (i.e., psychology, sociology, or anthropology).
A student must earn a “C” or better in a required course for the credits to be counted as satisfying the
requirement.
LECOM recommends that prospective students consider taking advanced coursework in addition to
biochemistry, such as physiology, microbiology, and anatomy.
LECOM requires that all applicants have a 2.7 or higher overall GPA (includes all coursework at the
college and graduate level combined) to receive a supplemental application.
*MCAT score results change with each testing cohort; A minimum score of 497 is required; This score
varies between the 38
th
and 42
nd
percentile.
APAP Applicant Prerequisites
Many APAP applicants will have taken all the standard medical school prerequisites of physics, organic
and inorganic chemistries in their undergraduate studies or during their academic training to become a
Physician Assistant. However, each application will be assessed individually with courses completed
under accreditation standards for Physician Assistant Programs being considered and approved as
substitutions as appropriate.
2.2.2. Application Procedure
Individuals interested in applying to the College utilizing an American Association of Colleges of
Osteopathic Medicine Application (AACOMAS) must also submit a LECOM Supplemental
Application. Separate AACOMAS and Supplemental applications must be submitted for the Erie
campus (which includes LECOM at Seton Hill and LECOM at Elmira) and the Bradenton campus.
LECOM College of Medicine Academic Catalog and Student Handbook 21
Exceptions for special programs are described in Section 2.2.5 Early Acceptance Program.
2.2.2.1. AACOMAS Application
LECOM participates in a centralized application service, the American Association of Colleges of
Osteopathic Medicine Application Service (AACOMAS), for the collection of application information.
The AACOMAS service collates materials, computes grades and transmits standardized information to
the applicant as well as LECOM. AACOMAS takes no part in the evaluation, selection or rejection of
applicants. Individuals interested in applying to LECOM should begin the application process by
applying to the AACOMAS Online Application at www.aacom.org. Additional information about
AACOMAS and the AACOMAS Online Application can be obtained by contacting: AACOMAS, 5550
Friendship Boulevard, Suite 310, Chevy Chase, MD 20815-7231, (301) 968-4100.
2.2.2.2. LECOM Supplemental Application
LECOM requires all applicants to submit a $50.00 non-refundable application fee. Once LECOM
receives the AACOMAS Application, applicants meeting the criteria to be considered for interview will
receive a communication providing information and instructions to complete the Supplemental
Application. The communication will include a username and password to access the secure LECOM
Candidate Portal to complete the LECOM Supplemental Application and submit the $50.00
nonrefundable application fee. Payment of the $50.00 application fee is required at the time the
application is submitted. Applicants are encouraged to complete their applications as early as possible to
receive early consideration for an interview.
Applicants who do not meet the minimal MCAT requirement will receive an email advising them of
information on how to submit ACT and/or SAT scores for consideration of an interview based on the
LECOM Academic Index Score (AIS) in lieu of the MCAT. Applicants must have either an MCAT or
AIS as calculated through the ACT and/or SAT to be considered for admission. No consideration for
interview can be given without the MCAT or AIS.
Applicants who apply and interview early in the application cycle will have the opportunity to select
early or delayed notification of acceptance. Successful applicants who select early notification will
typically receive their offers for acceptance in the fall semester.
All supplemental applications and supporting materials, including letters of recommendation, must be
received by the Office of Admissions by April 10 of the application year. Limited interview dates are
available after April 1 of the application year.
The following documents must be submitted to LECOM to complete the application file:
• A letter of recommendation from a pre-professional or similar committee; or
• Two letters of recommendation from undergraduate or graduate college/university science
professors.
• For the Accelerated Physician Assistant Pathway two letters of recommendation from
supervising physicians will be accepted.
• A letter of recommendation from an osteopathic physician is recommended.
The submission of supplementary materials is mandatory and non-negotiable.
2.2.3. Admissions Information
For further information about the College of Medicine, please contact the Office of Admissions for
LECOM Erie at (814) 866-6641, LECOM at Seton Hill at (724) 552-2880, the LECOM at Elmira office
at (607) 442-3500 or the Office of Admissions for LECOM Bradenton at (941) 756-0690. Accepted
LECOM College of Medicine Academic Catalog and Student Handbook 22
students who are found to have provided false written or oral information or falsified/modified
documents to LECOM are subject to the rescission of an offer of acceptance or expulsion. Additionally,
any infraction of published LECOM rules and regulations by an accepted student before matriculation
may result in rescission of the offer of acceptance.
2.2.4. Transfer Policy for College of Osteopathic Medicine
LECOM has established a transfer policy and procedure that is consistent with its educational mission
and objectives for students requesting to transfer from other medical colleges.
Students requesting to transfer into LECOM must provide the following:
• A completed AACOMAS application.
• Official transcripts from all previously attended institutions.
• A letter from the applicant indicating why they wish to transfer to LECOM and explaining any
circumstances resulting in their request for a transfer from their current institution.
• A letter from the Dean of all professional schools attended giving the enrollment status of the
student and the terms of withdrawal from that institution.
• Letters of recommendation from two (2) faculty members at the institution where the student is
currently enrolled.
• LECOM Supplemental Application and $50.00 non-refundable application fee for the College of
Medicine.
• Additional documents or letters of evaluation as determined by the Admissions Committee may
be requested.
• Official copy of all MCAT scores.
Acceptance of transfer students is dependent upon the student’s qualifications, curricular compatibility,
and available space in the class they wish to enter. Prior coursework will be honored to the extent that it
is compatible with the required curriculum. Additional coursework may be required to satisfy LECOM’s
curriculum. The Admissions Committee will evaluate prior course work to determine credit hours
accepted for transfer.
Applicants requesting to transfer into LECOM College of Osteopathic Medicine from other Colleges of
Osteopathic Medicine or between separate campuses of LECOM, must be in good standing and have no
adverse disciplinary action at an accredited osteopathic medical school or at an allopathic medical
school accredited by the Liaison Committee on Medical Education (LCME). Students requesting to
transfer to LECOM from allopathic medical programs must complete all required courses in Osteopathic
Principles and Practice before graduation. Transfer from an allopathic school is prohibited after the
second year.
Students accepted for transfer must minimally complete their last two (2) years at LECOM. Applicants
requesting to transfer into LECOM must be eligible for readmission to the school or college they are
currently attending.
Applicants requesting to transfer into the College after completing two (2) years at another medical
school must pass the National Board of Osteopathic Medical Examiners (NBOME), Comprehensive
Osteopathic Medical Licensing Examination (COMLEX-USA) Level 1 Examination prior to
transferring to LECOM.
LECOM College of Medicine Academic Catalog and Student Handbook 23
2.2.5. Early Acceptance Program
Admissions Through the Early Acceptance Program
LECOM has developed special Early Acceptance Programs (EAP) with select colleges and universities
that grant qualified students a provisional early acceptance to LECOM’s College of Osteopathic
Medicine. In some cases, these programs will permit the student to start the professional program prior
to receiving a bachelor’s degree from the undergraduate institution. Candidates entering this program
must have completed a minimum of two (2) years (or the equivalent) of undergraduate education prior to
matriculating at the COM depending on the specific EAP pathway to which they have applied.
A student may apply for EAP consideration as a high school senior or as a current undergraduate
student, so long as they are enrolled with at least two years of undergraduate study remaining before
their matriculation at LECOM. This program is not available to anyone with a bachelor or higher degree.
Applications to the EAP are accomplished via an in-house LECOM application managed by LECOM
admissions.
Following a successful interview:
• Candidates not yet enrolled in an affiliated undergraduate institution will be enrolled in the EAP
only after they have matriculated at one of LECOM’s affiliated undergraduate institutions. It is
understood that the student’s admission to the EAP must be endorsed by both LECOM and the
LECOM-affiliated undergraduate institution. The candidate will receive a provisional letter
granting acceptance to the EAP only after both LECOM and the LECOM-affiliated
undergraduate institution approve the candidate’s participation in the EAP.
• Candidates already attending a LECOM-affiliated institution at the time of their application to
EAP who successfully complete the LECOM application and interview process will receive their
provisional letter granting acceptance to EAP only after both LECOM and the LECOM-affiliated
undergraduate institution approve the candidate’s participation in the EAP.
The provisional acceptance exempts the student from the MCAT and AACOMAS application
requirement and secures a seat for matriculation at LECOM. So long as they meet the program’s final
entrance requirement, no additional interview will be required.
Master of Medical Science – Erie
Candidates completing the MMS-Erie program will be considered utilizing their LECOM in-house
application as submitted for admission to the MMS-Erie program. All prerequisites and standards for
admissions are outlined under Section 2.2.1 Requirements.
2.2.6. International Students
The following policy has been established for international candidates (those holding or seeking an F-1
visa) applying for admission to LECOM.
• International students applying for admission to LECOM must meet all general admissions
requirements as stated in our admissions policy as well as the required AACOMAS (College of
Medicine), PHARMCAS (School of Pharmacy), AADSAS (School of Dental Medicine),
AACPMAS (School of Podiatric Medicine), and Supplemental Applications.
• A minimum of 75% of credits required for an earned baccalaureate degree must be completed at
a regionally accredited United States or Canadian institution of higher education prior to
consideration for admission to LECOM. Proficiency in the English language; both written and
spoken, is required.
• All course work taken at foreign institutions must be evaluated by World Education Services,
LECOM College of Medicine Academic Catalog and Student Handbook 24
Inc., P.O. Box 745, Old Chelsea Station, New York, NY 10011, (212) 966-6311 or Josef Silny &
Associates, Inc., International Education Consultants, P.O. Box 248233, Coral Gables, FL,
33124 (305) 666-0233.
• Credit for advanced standing will not be given for any work completed in foreign graduate or
medical schools. All students must apply for first-year status.
• Students must have citizenship or permanent residency status (Alien Registration Card) to be
eligible to receive any type of financial assistance through federal loan programs.
• International students not having their permanent residency status must provide written proof of
funds on hand sufficient to finance their medical education for the length of the program of study
prior to moving forward in the application process.
• At the time of application, international students must meet all the requirements and comply with
all the regulations for F-1 visa status in accordance with the U.S. Immigration and Custom
Enforcement (ICE) regulations governing retention and reporting information by the Student and
Exchange Visitor Information System (SEVIS).
NOTE: Students without U.S. citizenship or permanent residency status must understand and
acknowledge that LECOM cannot guarantee placement in a residency upon graduation.
International students are encouraged to investigate limitations on obtaining medical residency
before moving forward in the application process. It is also advisable to examine one’s ability to
practice with an osteopathic medical degree in country or countries you may return to upon
graduation.
2.2.7. Tuition and Fees – College of Medicine
Tuition and fees are due and payable by registration unless special arrangements have been made with
the Accounting Office. The College reserves the right to change tuition and fees without advance notice
and to make such changes applicable to present as well as future students.
Application Fee - (LECOM Supplemental)
Nonrefundable fee (payable upon submission of application for
admission)
$50
Matriculation Fee
Nonrefundable fee (payment credited to the tuition fee upon
matriculation)
$2,000
Campus Location
Year
Students
Tuition/Fees
LECOM Erie
MS 1
All students
$39,655
MS 2
All students
$39,655
MS 3
All students
$44,460
MS 4
All students
$43,960
LECOM at Seton Hill
MS 1
All students
$39,655
MS 2
All students
$39,655
MS 3
All students
$44,460
MS 4
All students
$43,960
LECOM at Elmira
MS 1
All students
$42,550
MS 2
All students
$42,550
MS 3
All students
$47,340
LECOM College of Medicine Academic Catalog and Student Handbook 25
MS4
All students
$46,840
LECOM Bradenton
MS 1
FL Resident
$38,275
MS 2
FL Resident
$37,460
MS 3
FL Resident
$43,210
MS 4
FL Resident
$42,710
LECOM Bradenton
MS 1
Out-of-State
$40,535
MS 2
Out-of-State
$40,535
MS 3
Out-of-State
$45,145
MS 4
Out-of-State
$44,645
Curriculum Fee
$350
Technology Fee
$300
Board Prep Fee
$200
Student Government Fee
$50
Fourth Year Student ERAS fee (plus transcript fee)
$65
Disability Insurance (Mandatory)
Variable Age Dependent
Health Insurance (Mandatory Unless Approved for Waiver)
$4,644
2.2.8. Additional Fees
Late Payment Fee (per week)
$50
Breakage Fee
Loss or damage to college property and equipment is
charged to the student(s) or club/organization responsible.
Cost of replacement
Transcript Fee (per request)
$10
Student Identification/Key Card – Replacement
$25
Remediation Exam Fee (per course)
$100
Remediation Course Fee (per course; depends on course length)
$500/max
VitalSource E-Books Fee (Erie COM, LECOM at Seton Hill & LECOM at
Elmira) varies by pathway
Clinical Rotation Additional Tuition Costs
Class of 2028, College of medicine - $6,000 per year in years three and four
Class of 2027, College of Medicine - $5,500 per year in years three and four
LECOM College of Medicine Academic Catalog and Student Handbook 26
Class of 2026, College of Medicine - $5,000 per year in years three and four
Class of 2025, College of Medicine - $4,500 per year in years three and four
Class of 2027, College of Medicine, APAP and PCSP – $5,500, year three
Class of 2026, College of Medicine, APAP and PCSP - $5,000, year three
Class of 2025, College of Medicine, APAP and PCSP - $4,500, year three
All students in the College of Medicine are required to purchase the Sphygmomanometer (BP cuff
and gauge) and the Diagnostic Kits (otoscope and ophthalmoscope) from the Welch-Allyn Instrument
Sale in the Fall of the 1st year. Required equipment and price list are provided in the matriculation
agreement sent upon acceptance. The student’s Financial Aid Cost of Education Budget includes
necessary funds for the purchase of this required diagnostic medical equipment for all pathways in all
locations.
2.3. CURRICULUM
LECOM is an innovative leader in instructional approaches and content leading to the D.O. degree. This
commitment occurs at all levels, from curriculum planning for all years of the D.O. program, to faculty-
developed multimedia tutorials. Clinical training sites are as varied as student interests. Our students
speak highly of LECOM for their personal and professional development, as well as for their knowledge
and skills. Students participate in inter-professional education (IPE) elements across the curriculum to
give them experience in working effectively with health care teams. Self-directed and independent
learning modalities are found throughout the curriculum in order to foster life-long learning skills
important to being a successful physician. Emphasis is placed on taking responsibility for
making informed choices about learning, in general, and patient care in particular.
2.3.1. Erie Learning Pathways
For the D.O. Program, students at Erie may select one of four learning pathways for the preclinical
sciences of the osteopathic medical curriculum:
• Lecture/Discussion Pathway (LDP)
• Directed Study Pathway (DSP)
• Primary Care Scholars Pathway (PCSP)
• Problem-Based Learning Pathway (PBL)
At LECOM at Seton Hill, all students, including the Accelerated Physician Assistant Program (APAP)
students, participate in the PBL curriculum. LECOM at Elmira also participates in the PBL curriculum.
Number of curricular weeks:
LDP/PBL/DSP:
176 weeks
PCSP:
144 weeks
APAP:
140 weeks
2.3.1.1. Pathway Change Policy and Procedure
If a matriculated student at LECOM Erie, LECOM at Seton Hill or LECOM at Elmira wishes to change
their declared pathway or transfer campuses or if a LECOM Bradenton student requests a transfer, the
LECOM College of Medicine Academic Catalog and Student Handbook 27
student must follow the procedure outlined below:
• Meet with the current pathway director to discuss reasons for changing pathways or requesting
transfer.
• Meet with the prospective pathway director to discuss the student’s desire to enter a new
pathway or transfer campuses.
• Submit a formal written request to the Associate Dean of Academic Affairs or
Associate/Assistant Dean of Preclinical Education at the enrolled campus, outlining the desired
change in pathway or transfer request.
• Meet with the Associate Dean of Academic Affairs or Associate/Assistant Dean of Preclinical
Education at the enrolled campus, outlining the requested change in pathway or the transfer
request.
The current and prospective pathway directors will advise the Associate Dean of Academic Affairs or
Associate/Assistant Dean of Preclinical Education as to their appraisal of the suitability of the proposed
change in learning pathway or transfer request. The Associate Dean of Academic Affairs or
Associate/Assistant Dean of Preclinical Education will make a recommendation to the Dean of
Academic Affairs who will make the final determination as to whether the pathway change or transfer is
approved. The Associate Dean of Academic Affairs or Associate/Assistant Dean of Preclinical
Education will notify the student and program directors of the decision regarding the request for a
pathway change or transfer request.
Pathway changes or transfer requests may only be made at the end of the Anatomy course. Changes after
that point will only be made under extenuating circumstances and with the approval of the SPG
Committee and the Dean of Academic Affairs.
Formal written requests to change pathways or transfer campuses must be made at least two weeks prior
to the end of the Anatomy course. A student is only permitted one change of pathway or transfer request.
Students who experience difficulty in any pathway may be required to change pathways. Students who
are unsuccessful in passing an academic year and are granted the right to repeat the year must do so at
the campus where they were admitted. Repeating students will not be allowed to change campus
location.
NOTE: Students granted a transfer into LECOM Erie, LECOM at Seton Hill or LECOM at Elmira from
LECOM Bradenton will be responsible for paying an additional fee for the VitalSource E-Books
program.
2.3.2. The Lecture Discussion Pathway
Lecture presentations and group tutorials are the heart of the Lecture/Discussion Pathway. Students
typically spend the morning in lecture sessions and the afternoon in a combination of lectures,
laboratories, workshops, group discussions, and directed study where they have ample access to faculty
members in the basic and clinical sciences.
The Lecture/Discussion Pathway is ideal for those students who:
• Learn well from a combination of lecture presentations supported by readings and case-based
workshops/laboratories
• Are more comfortable in a teacher-directed environment
• Benefit from a tightly structured course schedule
• Learn through frequent testing with feedback
LECOM College of Medicine Academic Catalog and Student Handbook 28
The Lecture Discussion Pathway is composed of the Core Curriculum (Phase I) and the Systems
Curriculum (Phase II). Following Phase II, students move into Clinical Rotations (Phase III) for the third
and fourth year of the curriculum.
Phase I – Core Curriculum
The first year is designed to introduce students to the basic concepts of Gross Anatomy, Embryology,
Histology, Biochemistry, Genetics, Immunology, Microbiology, Pathology, Pharmacology, and
Physiology. Coursework and clinical training in Osteopathic Principles and Practice (OPP) and History
and Physical Examination are also interwoven throughout the Phase I curriculum.
Phase II - Systems Curriculum
The systems curriculum begins in the second semester of the first year and continues throughout the
second year.
An understanding of the etiology, pathophysiological ramifications, current diagnostic capabilities, and
treatments of disease is fundamental to the development of the complete osteopathic physician, as well
as to the systems approach of medical education. With this premise, the basic and clinical science
components of the LECOM Systems Curriculum concerned with each organ system of the body are
integrated in classroom and in small group instruction/discussions.
Instructional materials presented within each system expand upon basic principles mastered during the
Core Curriculum. Preclinical topics consider each respective system from viewpoints of the basic
science disciplines of anatomy, biochemistry, microbiology, pathology, pharmacology, and physiology.
As a complement, clinical perspectives are offered from the point of view of both the primary care
physician as well as the respective specialist. This format of presentation not only promotes a better
learning environment due to extensive integration/correlation of course material, but also provides a
“real life” view of contemporary healthcare.
Physicians must be acutely aware of the interrelationships between the practice of medicine and the
business of medicine. The areas where these intersect are identified within the Healthcare Management
course, where emphasis is also placed on understanding managed care treatment protocols.
Importantly, clinical considerations are presented and integrated with the practical application of basic
science principles. Practical knowledge acquired from the History and Physical Examination is
reviewed, examined, and discussed within a clinical context. Other instructional modalities, proceeding
concurrently within each respective system, are designed to reinforce, complement, and expand upon the
actual coursework comprising that System. These modalities include, but are not limited to, Geriatric
Medicine, Public Health and Preventative Medicine, Physical Medicine and Rehabilitation, Medical
Ethics, Medical Jurisprudence, Emergency Medicine, Radiology, Pediatrics, Family Medicine, Internal
Medicine, Surgery, Nutrition, Environmental Medicine, Psychiatry, and Osteopathic Principles and
Practice. The osteopathic approach to patient care is continually emphasized, both philosophically and in
practice, from the first day of class through graduation by means of lectures and laboratory
demonstrations of manipulative techniques. Concepts of osteopathic philosophy and practice are
included in all aspects of educational programs whenever possible. All of the systems curriculum
clinical coordinators and the majority of teaching clinical faculty in systems are osteopathic physicians
instilling a consistent emphasis on osteopathic medical philosophy and practice throughout.
2.3.2.1. Preclinical Course Sequence and Credit Hours for Lecture Discussion Pathway
Abbr.
Number
Course Title
Credit Hours
LDP MS1 Fall Semester
ANT
1004
Clinical Human Gross Anatomy
9.0
LECOM College of Medicine Academic Catalog and Student Handbook 29
Abbr.
Number
Course Title
Credit Hours
CLB
1004
Histology
1.0
EMB
1001
Embryology
1.0
MCB
1001
Microbiology/Immunology
4.0
BCH
1003
Biochemistry Core I
3.0
PHY
1010
Physiology
3.0
OPP
1001
Osteopathic Principles and Practice I
4.0
HPO
1006
History and Physical Examination I
1.5
RES
1008
Intro to Biostatistics and Research Methodology
1.0
WRK
2020
Emergency Preparedness
P/F
Total Semester Hours
27.5
LDP MS1 Spring Semester
BHC
1005
Biochemistry Core II and Medical Genetics
2.0
PTH
1003
Pathology
1.0
PHC
1002
Pharmacology
2.0
HCM
1004
Health Care Management I
1.0
BHS
1005
Human Sexuality
1.0
HPO
1007
History and Physical Examination II
2.5
OPP
1002
Osteopathic Principles and Practice II
3.0
SYS
1001
Musculoskeletal System
5.0
NAT
1003
Basic Neuroscience System
5.5
NAT
1004
Clinical Neuroscience System
7.0
Total Semester Hours
30
LDP MS2 Fall Semester
LAW
1001
Medical Jurisprudence
1.0
ADM
1030
Medical Spanish I
P/F
ADM
1035
Medical Spanish II and III
P/F
BHS
1003
Psychiatry
2.5
PUB
1001
Public Health and Preventative Medicine
1.0
SYS
1006
Digestive System
7.5
SYS
1004
Cardiovascular System
9.0
SYS
1010
Respiratory System
5.0
SYS
1003
Renal System
5.0
OPP
1003
Osteopathic Principles and Practice III
3.5
HPY
1008
History and Physical Examination III
1.5
GER
1001
Geriatric Medicine
1.0
Total Semester Hours
37.0
LDP MS2 Spring Semester
SYS
1002
Hematology/Oncology System
3.5
SYS
1007
Endocrine System
3.0
SYS
1009
Reproductive System
5.0
SYS
1005
Integumentary System
3.0
HPY
1009
History and Physical Examination IV
2.5
OPP
1004
Osteopathic Principles and Practice IV
2.0
CLS
1001
Advanced Cardiac Life Support
1.0
ADM
1014
Biomedical Sciences and Osteopathic Principles Convergence
4.0
Total Semester Hours
24
Total Pre-Clinical Hours
118.5
LECOM College of Medicine Academic Catalog and Student Handbook 30
2.3.2.2. Lecture Discussion Pathway Course Titles, Credit Hours, and Descriptions
BCH 1003 – Biochemistry Core I – 3.0 Credit Hours
BCH 1005 – Biochemistry Core II and Medical Genetics – 2.0 Credit Hours
The Biochemistry Core Courses are designed to provide medical students with a basic understanding of
the biochemical principles which underlie normal and abnormal physiological processes. These
principles are the foundation for the medical explanation regarding molecular mechanisms of many
clinical disorders. Throughout the course, clinical correlations are introduced to illustrate the linkages
between basic biochemical principles, and human disorders. This course will also provide the student
with a broad base of knowledge to help facilitate their continuing medical education.
The Biochemistry Core Course is divided into two distinct courses: Biochemistry I and Biochemistry II
(including medical genetics). Biochemistry I, taught in the first semester of the first year, will provide
the student with basic tenets of biochemistry and introduce the student to various metabolic pathways of
the body, and diseases that occur as a result of dysfunction.
Biochemistry II and Medical Genetics, taught in the second semester of the first year, build upon the
information learned in Biochemistry Core I and fully prepare the students for special biochemistry topics
that are presented throughout each of the 10 organ systems. In addition, the medical genetics portion of
the curriculum covers such topics as: autosomal dominance and recessive inheritance, sex-linked and
mitochondrial inheritance, clinical cytogenetics, key disorders of metabolism, developmental genetics,
cancer genetics, multifactorial inheritance, and gene therapy.
CLB 1004 – Histology - 1.0 Credit Hour
Histology introduces the student to the structure and function of cells and the organization of cells into
basic tissues. Emphasis is placed on the structural specialization, function, and interaction of cells in
forming the four basic tissues, and the study of the structural arrangements of these basic tissues in
organs. Laboratory sessions focus on the organization and identification of tissues. Systems histology
further integrates these tissues into functional organ systems.
ANT 1004 – Clinical Human Gross Anatomy – 9.0 Credit Hours
Clinical Human Gross Anatomy involves the study of the structure and function of the human body.
This is accompanied by an abundance of clinical correlations to prepare students for systemic study of
the body, their board exams, clinical rotations, and cases/scenarios they will encounter as a physician.
The Human Gross Anatomy course includes lectures, discussion sessions and laboratory sessions.
Models, radiographs, computer software and special demonstrations are used to facilitate learning. The
knowledge gained from these experiences lead the student to develop a fine appreciation for not only the
structure of the human body, but also the interrelation of its parts. Throughout the course, emphasis is
placed on structure-function relationships and the clinical applications of anatomical knowledge.
EMB 1001 – Human Embryology – 1.0 Credit Hour
Embryology is the study of developmental anatomy, beginning with the development of gametes and
fertilization through the time of birth. The Human Embryology course consists of an independent 17-
hour lecture course taken in parallel with Human Gross Anatomy and Histology during the first 12
weeks of the curriculum. This course exposes the student to a detailed account of early development and
development of the organ systems.
Systems Embryology consists of approximately 12 lecture hours delivered during Phase II of the
curriculum. The embryology of each organ system coincides with a review of the gross anatomy of the
system under consideration. In the Systems Embryology lectures, more specialized embryological
LECOM College of Medicine Academic Catalog and Student Handbook 31
processes related to each organ system will be discussed. For the sake of reinforcement, material
presented in Systems Embryology will overlap with that presented in the Core.
MCB 1001 – Microbiology/Immunology – 4.0 Credit Hours
Medical Microbiology and Immunology is designed to introduce the student to core concepts in
immunology and infectious diseases. Specifically, in the immunology component, students learn the
basic concepts of immunology such as the innate and acquired immune systems. The focus of the course
is on the immune response to various microbial agents as well as the failures of the immune system such
as hypersensitivity, autoimmunity, immunodeficiency, and transplantation reactions.
The Microbiology section of the course is designed to provide the student with knowledge of infectious
diseases, the organisms responsible for and the response of the body to the presence of these agents. The
structure, function, and genetics of bacterial and viral organisms and their relationships to pathogenicity
will be discussed. Students will be introduced to the groups of pathogenic organisms including prions,
viruses, bacteria, fungi, and parasites. Particular emphasis will be placed on the bacterial agents
associated with the infectious diseases most commonly seen by the osteopathic primary care physician.
The virulence mechanisms and laboratory identification features will be covered during this course, with
more in-depth coverage of the disease process of these organisms occurring during the systems. The
prions, viruses, fungi, and parasites will be discussed in the system with which they are most closely
associated. Laboratories introduce students to aseptic techniques and proper handling and disposal of
hazardous materials. In addition, the students become familiar with some of the most commonly used
tests for laboratory identification of bacterial pathogens.
Osteopathic Principles and Practice (OPP):
OPP 1001 – Semester 1, Year 1 – 4.0 Credit Hours
OPP 1002 – Semester 2, Year 1 – 3.0 Credit Hours
OPP 1003 – Semester 1, Year 2 – 3.5 Credit Hours
OPP 1004 – Semester 2, Year 2 – 2.0 Credit Hours
The Osteopathic Principles and Practice course is designed as an introduction to the basic philosophy,
principles, and practice of osteopathic health care. The course is offered continually throughout the four
semesters of the first two years of study. Emphasis is placed on the sequential development of palpatory
diagnostic and therapeutic skills used to assess health and disease. The overall course integrates the
osteopathic philosophy of patient care with the Systems approach of medical education. Also included is
course content related to spirituality, medicine, and ethics. The course teaches osteopathic philosophy,
problem solving and patient management, and how to incorporate multiple osteopathic manipulative
techniques as appropriate, including muscle energy, fascial release, high velocity - low amplitude,
counter-strain, articulatory techniques, trigger point and osteopathic medicine in the cranial field.
Application of these principles and practice continues throughout the clinical rotations.
PTH 1003 – Pathology – 1.0 Credit Hour
Pathology is the science that seeks to provide a bridge between the other basic sciences and the clinical
sciences. It involves study of the nature of disease, its causes, courses, complications, and sequelae. This
Core course provides an introduction to the basic changes in the morphology of cells, tissues, and organs
in diseased states. Extensive exposure to clinically relevant topics helps the student to differentiate
abnormal from normal, and to correlate the clinical aspects of these alterations. Cell injury and cell
death, inflammation, repair processes, hemodynamic changes and chemical and physical injuries are
also discussed. Throughout the first two years, pathology is represented in each of the Systems to
discuss the pathologies peculiar to and characteristic of the various systems of the body.
PHC 1002 – Pharmacology – 2.0 Credit Hours
Core Pharmacology is an introductory series of lectures designed to orient medical students to the
LECOM College of Medicine Academic Catalog and Student Handbook 32
effects of drugs on humans in both normal and pathologic states. The first portion of the course deals
with general principles in pharmacology, including drug absorption, distribution, match elimination,
pharmacodynamics, and autonomic pharmacology. The second portion of the course focuses on
chemotherapeutic agents used in pharmacological principles previously presented. Concepts and
principles, which are important for the rational evaluation and utilization of drugs, are introduced for
application in future clinical scenarios. Pharmacotherapeutics is included throughout to complement
subsequent presentations.
PHY 1010 – Physiology – 3.0 Credit Hours
Physiology presents an integrated approach to the fundamental concepts of systems physiology and
overall homeostatic balance. Basic physiological terminology and concepts are introduced and clinically
relevant examples of homeostatic control are presented. An overall understanding of the homeostatic
functions of the autonomic nervous system and how physiological cell membranes regulate intercellular
communication via ionic (electrical) conduction, as well as the maintenance of the body fluids, is
essential to understanding the body as a whole. The cellular functioning of skeletal, cardiac, and smooth
muscle is also discussed. The Core course is designed to provide first-year students with a solid
foundation of basic physiological principles that will be built upon in the subsequent Systems courses
and clinical applications.
SYS 1001 – Musculoskeletal System – 5.0 Credit Hours
The Musculoskeletal System presents and familiarizes the student with the basic vocabulary, principles
and techniques that are the focus of the study and treatment of the musculoskeletal system. The skills
learned during this system will be of value to the future Osteopathic Physician regardless of specialty
interest or future practice setting. The system discusses normal structure and function as well as
diagnosis and treatment of common musculoskeletal disorders and pathology. Teaching modalities
include lectures, directed study and small group clinical case presentations which provide interactive and
case-based learning and application of knowledge to patient care.
NAT 1003 – Basic Neuroscience – 5.5 Credit Hours
The Basic Neuroscience System covers the basic structure, function, and dysfunction of the human
nervous system, using a multidisciplinary team of basic science faculty to cover histology and
embryology of the nervous system, neuroanatomy, physiology, and biochemistry. This system utilizes
lectures, laboratories, independent study, and case studies to guide students to clinically important topics
in neuroscience. This system begins with coverage of the basic physiology and biochemistry of neurons
and glia and proceeds to cover the external and internal anatomy of the central nervous system, sensory
and special sensory systems, motor systems, higher cognitive functions, and stroke syndromes.
NAT 1004 – Clinical Neuroscience – 7.0 Credit Hours
The Clinical Neuroscience System builds on the concepts and topics from Basic Neuroscience and uses
a combination of basic science faculty and clinicians. This system uses lectures, laboratories,
independent study, and case studies to cover topics in Neurology, Pharmacology, Microbiology,
Pathology, Ophthalmology, and select topics in Ear, Nose and Throat practice. This system covers
headaches, tumors, infections, peripheral nerve injuries, sleep/coma, demyelinating diseases, epilepsy,
trauma, neurodegenerative diseases, stroke, developmental disorders, hearing loss and associated
concepts in Pathology and Pharmacology.
SYS 1006 – Digestive System – 7. 5 Credit Hours
The Digestive System consists of both basic and clinical science components. The digestive system
presents and familiarizes the student with the basic vocabulary, principles and techniques that are the
focus of the study and treatment of digestive system medicine. The skills learned during this system will
LECOM College of Medicine Academic Catalog and Student Handbook 33
be of value to the future Osteopathic Physician regardless of specialty interest or future practice setting.
This course instructs the student on normal structure and function as well as diagnosis and treatment of
common digestive disorders and pathology. Teaching modalities include lectures, case studies, directed
study and interactive case-based labs which provide interactive and case-based learning and application
of knowledge to patient care.
SYS 1004 – Cardiovascular System – 9.0 Credit Hours
The Cardiovascular System Course is a series of lectures, podcasts, forums, and web-based distance
education modules organized and presented to students in order to facilitate the development of clinical
reasoning and critical thinking skills relevant to the cardiovascular system. Through the utilization of
basic science knowledge and principles, students are expected to obtain a strong foundation in
understanding the heart and blood vessels in the state of normal health and when afflicted by diseases
that are commonly encountered in primary care. The system is enhanced with the application of
foundational information pertaining to the heart and blood vessels in clinical scenarios and patient
encounters relating to the cardiovascular system.
SYS 1010 – Respiratory System – 5.0 Credit Hours
Instructional materials presented within the respiratory system will expand upon basic principles
mastered during the Core Curriculum. Preclinical topics are considered from the viewpoints of the basic
sciences disciplines of anatomy, biochemistry, microbiology, pathology, pharmacology, and physiology.
As a complement, clinical perspectives are offered from the point of view of both the primary care
physician as well as the respective specialist. Importantly, clinical considerations are presented and
integrated with the practical application of basic science principles. Practical knowledge acquired from
the History and Physical Examination is reviewed, examined, and discussed with a clinical context. The
osteopathic approach to patient care is continually emphasized, both philosophically and in practice,
from the first day of class through completion of the course.
SYS 1003 – Renal System – 5.0 Credit Hours
The Renal System focuses on the medical knowledge in basic sciences and clinical applications
pertaining to the urinary system necessary for the general primary care physician. Through the
implementation of lectures, case presentations, interactive case-based labs and team based learning the
course instructs the student toward understanding the function of the urinary system and its importance
for the whole human body, in being prepared to read and interpret urinalyses and to utilize medical
knowledge for diagnostic purposes and in making clinical treatment decisions.
HMO 1002 – Hematology/Oncology System – 3.5 Credit Hours
The Hematology-Oncology course focuses on the study of blood and blood disorders. The students will
be introduced to various aspects of hematology, relevant to the practice of osteopathic medicine, ranging
from the formation, structure and function of blood cells, to possible infections and treatments, as well
as transfusions and transplantation. The oncology portion of the course encompasses the leukemias and
lymphomas. The integration of basic science concepts; including histology, biochemistry,
microbiology, immunology, pharmacology, and pathology, with laboratory values and clinical
applications provides a comprehensive view of the material. In addition, the utilization of case-based
microbiology and pathology laboratory sessions contributes to an interactive learning environment.
SYS 1007 – Endocrine System – 3.0 Credit Hours
The Endocrine System Course provides the osteopathic medical student with an understanding of the
hormones in the normal functions of the body, in maintaining homeostasis, in the body’s response to
abnormal conditions, and in pathological states of the human body through the study of the relevant
basic science disciplines integrated with the clinical sciences. Clinical case presentations are included to
LECOM College of Medicine Academic Catalog and Student Handbook 34
provide interactive and case-based learning, and to facilitate application of knowledge to the
interpretation of diagnostic tests and patient treatment.
SYS 1009 – Reproductive System – 5.0 Credit Hours
The Reproductive System consists of both basic science and clinical science components. The
Reproductive System presents and familiarizes the student with the basic vocabulary, principles, and
techniques that are the focus of the study and treatment of the reproductive system. The skills learned
during this system will be of value to the future Osteopathic Physician regardless of specialty interest or
future practice setting. This course discusses normal structure and function as well as diagnosis and
treatment of common reproductive disorders and pathology. Teaching modalities include lectures,
directed study, clinical case presentations and an interactive case-based laboratory.
SYS 1005 – Integumentary System – 3.0 Credit Hours
Dermatology is the study of the integumentary system, its structure, function, and pathological
deviations. The purpose of this course is to provide a strong foundation in understanding diseases related
to the skin, hair and nails that are commonly encountered in primary care. It is important as a physician
to successfully recognize, diagnose, and treat, when possible, basic, and complicated skin pathology.
During this system, the student will learn to differentiate between normal and abnormal skin
manifestations, recognize those situations requiring intervention, and learn what management plans are
available for treating patients.
Non-System Courses
CLS 1001 – Advanced Cardiac Life Support (A.C.L.S) – 1.0 Credit Hour
A.C.L.S. is presented at the end of the second year. This training program sponsored by the American
Heart Association, is designed to help the students achieve a better understanding of their roles as future
players in the cardiopulmonary resuscitative team. The prerequisite is Basic Life Support (B.L.S.),
which students have during History and Physical Examination.
History and Physical Examination Series
The History and Physical Examination series represents a progression of clinical skills advancing the
students through history taking, the physical examination, and preparation for rotational years through
acquisition of procedural skills. The series is divided into four individual courses, each building upon
the previous, presented over the four semesters of the first two years of medical school.
HPO 1006 – History and Physical Examination I – 1.5 Credit Hours
The first course in this series focuses on history taking and teaches the art of obtaining and documenting
an accurate history from patients as they present in a clinical setting. The primary aim of this component
of the course is to identify the components of a complete history and develop interviewing skills, which
allow the physician to precisely identify pertinent history which will later direct the physical
examination. The student will be presented with methodology, vocabulary and assessment skills that are
necessary for patient encounters. The lecture components teach the art of interviewing, difficult patient
encounters and humanistic skills. Practical sessions utilize history taking flows where students are
paired, working through clinical scenarios via roles of patient and physician. Students also participate in
standardized patient encounters. At the completion of the course, the student will demonstrate
competency in obtaining histories in clinical presentations.
HPO 1007 – History and Physical Examination II – 2.5 Credit Hours
Using the sensory faculties, this second course of the series teaches physical examination of patients.
Performing concise physical examinations in concert with taking accurate histories provides a solid
LECOM College of Medicine Academic Catalog and Student Handbook 35
foundation, which allows the physician to build an appropriate differential diagnosis based on the
patients' complaints. This course continues to present methodology, vocabulary and assessment skills
that are necessary for examination with correlation to osteopathic principles, therapy, and basic sciences.
It also provides instruction on documentation of the physical examination. Physical examination flows
divide the body into a logical system-based approach. These flows delineate a step wise approach to
examination allowing for completeness of the examination. A common-sense approach will be
emphasized encouraging the student to “think” about the process of physical examination, and not
memorizing a list of exam components. At the completion of this course, students will have the ability to
perform complete physical examinations.
HPO 1008 – History and Physical Examination III – 1.5 Credit Hours
This third course is a continuation of history and physical examination focusing on mock patient
interactions where student pairs will again assume the status of the patient and physician, alternately,
while working through clinical presentations. Where students had previously performed complete
system physical examinations, they are now given a chief complaint from which they perform specific
history gathering and physical examinations as represented by comprehensive flows. The student further
learns to develop a differential diagnosis and discusses the plan with the patient. These flows model
brief patient encounters typically encountered by physicians in daily practice. Standardized patient
encounters provide feedback to students on their humanistic skills.
At the completion of this course, students can complete a typical 15-minute office visit, form a
differential diagnosis, develop a plan with the patient and document the encounter.
HPO 1009 – History and Physical Examination IV – 2.5 Credit Hours
This course is the completion of the history and physical examination series and prepares the student for
clinical rotations of the MSIII and MSIV training years. Having documented competency in obtaining
histories and physical examinations, all students are now prepared to participate in clinical preceptor
encounters. These encounters occur at the clinical preceptor’s offices where students will have the
opportunity to actively participate in actual patient encounters, obtaining histories and performing
examinations. Clinical Skill Competencies will include instruction and demonstration of competency in
performing aseptic technique with gowning and gloving, suturing, venipuncture, IV placement and
injections. Students also experience specialized patient encounters via Micro SimMan and standardized
patient encounters. Students also perform and document complete history and physical examinations on
hospitalized patients.
HCM 1004 – Healthcare Management – 1.0 Credit Hour
In addition to mastering basic science and medical principles, students must understand the settings in
which they will be practicing medicine. The HCM 1004 course acquaints the students with the U.S.
health care system. Topics covered include the locations where health care is delivered, who provides
the health care, how health care delivery is regulated, health care financing mechanisms, and evaluation
of aspects of the health care system.
GER 1001 – Geriatric Medicine – 1.0 Credit Hour
Geriatrics provides instruction to the student on special problems of the elderly with emphasis on
improving clinical skills to deal with the unique diagnostic, therapeutic, and psychosocial problems of
older adults. Various topics related to the geriatric patient are also integrated into the Systems. With the
knowledge obtained from this course, the student will be able to make informed decisions about the
availability of healthcare to geriatric patients and improve the physical, psychological, and social well-
being of older adults in their practice.
LECOM College of Medicine Academic Catalog and Student Handbook 36
RES 1008 – Introduction to Biostatistics and Research Methodology – 1.0 Credit Hour
The Introduction to Biostatistics and Research Methodology course is designed to prepare students to
analyze statistical tests in the scientific and clinical literature to afford them skills to critically evaluate if
appropriate research methodologies were implemented and the findings were correctly interpreted. The
course will cover basic statistical foundations, types of biostatistical tests, clinical studies, and
interpretation of research findings important for a practicing clinician.
LAW 1001 – Medical Jurisprudence – 1.0 Credit Hour
The course provides an overview of basic concepts and the requirements in the legal environment
pertinent to the practicing physician. Topics include the overview of the U.S. legal system; relevant legal
concepts; physician licensure; pertinent federal law including the Health Insurance Portability and
Accountability Act (HIPAA), the Affordable Care Act (ACA), the Emergency Medical Treatment and
Labor Act (EMTALA) and various federal fraud and abuse laws; malpractice and professional liability;
public duties of physicians; workplace law, the medical record and the physician-patient
relationship.(NOTE: Students must successfully pass the HIPAA section of the course in order to pass
the overall course.)
BHS 1005 – Human Sexuality – 1.0 Credit Hour
The Human Sexuality course develops a sensitivity to and understanding of the sexual attitudes and
experiences of varied populations. The psychosexual components and sociocultural aspects of human
sexual behavior are explored.
PUB 1001 – Public Health and Preventative Medicine – 1.0 Credit Hour
Public Health and Preventative Medicine provides second year osteopathic medical students with an
introduction to selected issues and methods with respect to public health, and an appreciation of research
epidemiology and prevention. Though most students will not enter full-time public health careers, public
health issues impact every physician's practice. Knowledge of how individual health issues affect (and
are impacted by) the community is essential for the future physician.
BHS 1003 – Psychiatry – 2.5 Credit Hours
Introduction to Behavioral Health is offered in the first semester of the second year and is designed to
provide a basic overview of psychiatry and psychology while preparing a primary care physician to
recognize and manage psycho-social diagnoses. The goal of the course is to familiarize students with a
diversity of nomenclature involved with psychiatric diagnoses and psychopharmacology. Students will
practice the skill of conducting mental status examinations with standardized patients.
Substance abuse, including opioid abuse, is a subcomponent of the Introduction to Behavioral Health
course. The student is introduced to the complex issues relating to alcohol and drug abuse. The
pharmacology of the major drugs of abuse is presented, followed by detailed considerations of the
causes, manifestations, and treatment of alcoholism and various forms of drug dependence. The co-
morbidity of substance abuse and other psychiatric disorders is presented.
ADM 1014 – Biomedical Sciences & Osteopathic Principles Convergence – 4.0 Credit Hours
This course serves to reinforce integration of biomedical and clinical science knowledge and highlights
the application of clinical osteopathic knowledge.
ADM 1030, ADM 1035 – Medical Spanish I, II, and III – P/F noncredit
Medical Spanish Level 1 and 2: Completion due by the end of Semester 1, Year 2
Medical Spanish Level 3: Completion due by the end of Semester 2, Year 2
LECOM College of Medicine Academic Catalog and Student Handbook 37
Medical Spanish is an online course presented by Canopy Apps. The course covers a wide breadth of
medical concepts and Spanish grammar. Students can progress through the program at their own pace.
The content focuses on medical terminology with quizzes, audio conversations, practice with
pronunciation and introduction to cultural factors. The course is constructed for individuals at any level
of Spanish from beginner to fluent speakers.
WRK 2020 – Emergency Preparedness Professional Development Course – P/F noncredit
This course introduces students to emergency preparedness training, planning and practices.
2.3.3. The Problem-Based Learning Pathway at LECOM Erie, LECOM at Seton
Hill, & LECOM at Elmira
In Problem-Based Learning (PBL), studies are based around patient cases that provide the context for
acquiring the underlying knowledge and understanding of medical science. This method of learning
promotes critical thinking and clinical reasoning skills, and retention of knowledge is enhanced through
its contextual nature. Since the PBL process principally involves small group discussion and personal
study, it also strongly promotes interpersonal skills and independent learning. Consequently, PBL is
widely considered to facilitate the development of key professional competencies.
PROGRAM DESCRIPTION
The Problem-Based Learning (PBL) Pathway at LECOM emphasizes self-directed learning and a team
approach. Following an initial course in Anatomical Sciences, during which time PBL is a minor
component, students in the PBL Pathway then study the basic medical sciences almost completely by
PBL, which occupies about two-thirds of the total preclinical curriculum.
Groups of eight or nine students, each with a faculty facilitator, meet three times each week to study a
sequence of approximately 70 patient cases. The faculty members do not teach in the traditional sense;
the faculty member facilitates the efforts of the student group in understanding the cases for themselves.
Of course, all faculty members are available for consultation outside student sessions, and
supplementary enhancement of understanding is also available, on request, through occasional
workshops or “enrichment sessions” when required.
During the study of each case, the learning issues – topics the students should study in greater depth to
understand the case and the underlying medical science – are identified. Between meetings, students
work independently, or in small, informal groups, on these learning issues, which later form the basis for
their examinations. It is essential to study these topics in a timely manner while proceeding through the
cases, so that learning is truly contextual, and each case is fully understood.
Thus, the PBL Pathway is ideal for students who:
• Are proactive and self-directing
• Are comfortable with flexibility in their learning
• Learn best through reading and small group discussion
The Tutorial Process in Problem-Based Learning
The heart of a Problem-Based Learning Pathway is the tutorial group (generally 8 students plus one
faculty facilitator). Each member of the group has responsibilities, which are important if the process is
to succeed (See Roles of Participants). Members must feel free to challenge one another in a
constructive manner and feel comfortable with being challenged, but without feeling personally
threatened or insulted. In the early stages of group dynamics, this is difficult because members are
uncomfortable with this behavior, but with familiarity, it becomes an enjoyable exercise, which serves to
help the group and its members focus on those areas where their knowledge must be extended.
LECOM College of Medicine Academic Catalog and Student Handbook 38
The PBL cases are based on actual patients and facilitators use a Progressive Disclosure Model. Initially,
only the name, age, gender, and chief complaint of the patient are made available. Based on this
information alone, the students will create a thorough, broad differential diagnosis. Following
discussion, the group will request additional information, such as the results of a history and physical
examination. Additional discussion follows and the students modify their initial differential diagnosis.
After this discussion, the group will request new data, such as the results of an EKG or an MRI, and
again, discussion follows. During the process, the students raise "learning issues", topics that they need
to know more about. Following completion of a case, the students submit their final learning issues to
the PBL office. The final learning issues serve as the basis for examination questions.
The facilitator will monitor the direction of the group and redirect them by asking appropriate questions
for discussion if they digress too far, but this is done only if necessary. The students are given the
latitude to pursue unproductive directions and decide for themselves that a specific learning issue was
not germane to understanding the patient's problems.
The Group Tutorial Process
Initially, a case will require several sessions to complete. At the beginning of a PBL case study, all
group members are given the age, gender, and chief complaint of the patient. One student plays the role
of patient, and they are given full details of the patient’s history. Another student plays the role of
physician, interviewing the patient to obtain the history, and obtaining the results of a physical
examination from the facilitator. Another student plays the role of the scribe, documenting the groups
process using a SOAP note format. The student group, by now, should have drawn up a range of
differential diagnoses – although, before they gain experience, this may be merely a list of affected
systems. They then proceed as a team, requesting various further data, such as laboratory tests, or
diagnostic procedures. The appropriate information is progressively disclosed by the facilitator in
response to student requests. This information may be in the form of tabulated data from laboratory tests
or, for example, a radiograph or an EKG.
Supplementary workshops on diagnostic procedures and their applications and separate classes dealing
with history taking and physical examination of patients are also provided in the PBL program to
facilitate this process for the student.
Outside the tutorial session, the students engage in independent and small group study, addressing the
learning issues adopted in the group session. Appropriate resources for acquiring this knowledge include
textbooks, journals, X-rays and tomographic scans, audio-visual materials, and designated resource
faculty, who may upon request provide information on a topic.
When the group meets for its next tutorial session, one student will present the patient using a format in
which the known subjective and objective information is summarized and assessed, and a plan for
continued management is proposed. This will initiate continued discussion, not only of the new
knowledge and its use in evaluating their hypotheses, but also for the seeking of more information about
the patient. Considering the additional information, they approach the case anew, listing new ideas,
formulating new hypotheses and learning issues, as new case information is provided and added to that
which they already have. This is followed by another group self-evaluation, another period of
independent study, and another meeting. In the early stages of the program, this process may be repeated
several times during a single case, as additional learning issues are added until the group is satisfied that
it has gained sufficient knowledge of basic scientific concepts to understand the basic mechanisms
underlying the clinical picture presented in the case. A final self-evaluation occurs when each member
of the group evaluates the performance and contribution of every other member.
Role of Participants
The facilitator is responsible for providing the case information at the appropriate times during the
LECOM College of Medicine Academic Catalog and Student Handbook 39
discussion. They also assure that each member of the group participates by prompting, if necessary, the
members who are timid. In addition, the facilitator monitors how accurately the group is addressing the
desired objectives.
The facilitator will also evaluate the efforts of the group members in terms of their willingness to
contribute and willingness to complete their independent study to the extent that they are able to
contribute to the group effort. The students have the responsibility to participate actively in the
discussions of the group. They must be willing to both give and accept constructive criticism, to admit to
knowledge deficiencies where they exist, and to conscientiously complete their independent study
assignments so as to contribute effectively to the group effort. Students also have the responsibility to
honestly evaluate the activities of each other, themselves, the facilitator, and the group. Only in this way
is improvement possible.
Student Assessment
In the PBL component of the program, cases are studied in sets, each followed by an examination which
tests knowledge and understanding of the learning issues relating to the cases. The students select
learning issues in the form of chapters, or sections, of required texts for the course, so that the material
they are expected to study for each examination is unambiguously defined. The examinations comprise
multiple-choice questions, mostly written in the style of the medical examining boards. A small,
additional component of the student assessment is derived from evaluation of their performance in
tutorial sessions.
2.3.3.1. Course Sequence and Credit Hours for Problem Based Learning Pathway at
LECOM Erie, Seton Hill, and Elmira
Abbr.
Number
Course Title
Credit Hours
PBL MS1 Fall Semester
ANT
1004
Clinical Human Gross Anatomy
9.0
CLB
1004
Histology
1.0
EMB
1001
Embryology
1.0
PBL
1001
Problem Based Learning I
10.0
OPP
1001
Osteopathic Principles and Practice I
4.0
HPO
1006
History and Physical Examination I
1.5
RES
1008
Intro to Biostatistics and Research Methodology
1.0
WRK
2020
Emergency Preparedness
P/F
Total Semester Hours
27.5
PBL MS1 Spring Semester
HCM
1005
Health Care Management I
1.0
BHS
1005
Human Sexuality
1.0
PBL
1002
Problem Based Learning II
22.5
HPO
1007
History and Physical Examination II
2.5
OPP
1002
Osteopathic Principles and Practice II
3.0
Total Semester Hours
30.0
PBL MS2 Fall Semester
GER
1001
Geriatric Medicine
1.0
HPO
1008
History and Physical Examination III
1.5 (2.0)*
LAW
1001
Medical Jurisprudence
1.0
OPP
1003
Osteopathic Principles and Practice III
3.5
PUB
1001
Public Health and Preventative Medicine
1.0
ADM
1030
Medical Spanish I & II
P/F
BHS
1003
Psychiatry
2.5
LECOM College of Medicine Academic Catalog and Student Handbook 40
Abbr.
Number
Course Title
Credit Hours
PBL
1003
Problem Based Learning III
26.5
Total Semester Hours
37.0/37.5
PBL MS2 Spring Semester
PBL
1004
Problem Based Learning IV
14.5
HPO
1009
History and Physical Examination IV
2.0 (2.5)**
OPP
1004
Osteopathic Principles and Practice IV
2.0
CLS
1001
Advanced Cardiac Life Support
1.0
ADM
1014
Biomedical Sciences and Osteopathic Principles Convergence
4.0
Total Semester Hours
23.5/24.0
Total Pre-Clinical Hours
118.5
*LECOM at Seton Hill only **LECOM Erie and LECOM at Elmira
2.3.4. The Directed Study Pathway
Introduction
The Directed Study Pathway (DSP) is one of four medical curricular choices available at the Erie
campus, allowing students to choose a program which best suits their learning style. The DSP is a
unique program among medical school curricula and provides significant flexibility for students during
their first two years of medical school. In turn, the pathway requires the student to have excellent
organizational and time management skills in order to proceed through the curriculum and meet strict
examination deadlines. The DSP focuses on the students’ self-directed learning capabilities.
The Directed Study Pathway (DSP) is appropriate for students who:
• Are self-motivated and self-directed, with good organizational and time-management skills;
• Learn best through reading;
• Are responsible and can balance the demands of academic responsibilities; and
• Have a strong science or previous clinical background.
Program Description
Initial matriculation at LECOM involves a group of anatomical science courses including Gross
Anatomy, Embryology and Histology, with mandatory attendance. Following this course load, DSP
students study other basic sciences using lists of highly structured learning objectives compiled into
“module” booklets, used in combination with textbooks and other educational resources, in order to
master the materials. Throughout the week, students meet with discipline experts to clarify topics and
ask questions. Students proceed through these modules with certain time limits in place and
examinations are administered on specific dates by which time the students are expected to have
mastered all learning objectives outlined in the module.
While primarily based on faculty-directed module study, DSP students may be required to be present on
campus two to five days per week in order to attend classroom and laboratory-based courses needed
to complete the preclinical curriculum (both first and second years). Students are therefore expected to
maintain living accommodations within 30 minutes to campus to limit the time lost to travel.
Though the program stresses independence, it is very much a closely directed course of study and
students meet with faculty members regularly. Faculty are also available to assist individuals or groups
of students in mastering difficult concepts and materials.
LECOM College of Medicine Academic Catalog and Student Handbook 41
The modules are divided into two curricular categories: “Core” and “Systems.” Core modules deal with
fundamentals of basic science while systems modules integrate basic science and clinical disciplines in
an organ systems approach to learning. Core modules are utilized during the first and part of the second
semesters of the first year, while systems modules begin in the second semester of the first year and
continue through the full second year. Lecture based courses, including Osteopathic Principles and
Practice (OPP), one of the most fundamental courses of osteopathic medical education, are presented
throughout the first and second years, joining together members of the DSP with students from the other
curricular pathways. If a class, laboratory session, or meeting is listed on the DSP schedule, unless noted
otherwise, it is mandatory.
2.3.4.1. Course Sequence and Credit Hours for Directed Study Pathway
Abbr.
Number
Course Title
Credit Hours
DSP MS1 Fall Semester
ANT
1004
Clinical Human Gross Anatomy (C)
9.0
CLB
1004
Histology (C)
1.0
EMB
1001
Embryology (C)
1.0
MCB
1001
Microbiology/Immunology (M)
4.0
BCH
1003
Biochemistry Core I (M)
3.0
PHY
1010
Physiology (M)
3.0
OPP
1001
Osteopathic Principles and Practice I (C)
4.0
HPO
1006
History and Physical Examination I (C)
1.5
RES
1008
Intro to Biostatistics and Research Methodology (C)
1.0
WRK
2020
Emergency Preparedness (C)
P/F
Total Semester Hours
27.5
DSP MS1 Spring Semester
BHC
1005
Biochemistry Core II and Medical Genetics (M)
2.0
PTH
1003
Pathology (M)
1.0
PHC
1002
Pharmacology (M)
2.0
HCM
1004
Health Care Management I (C)
1.0
BHS
1005
Human Sexuality (C)
1.0
HPO
1007
History and Physical Examination II (C)
2.5
OPP
1002
Osteopathic Principles and Practice II(C)
3.0
SYS
1001
Musculoskeletal System (M)
5.0
NAT
1003
Basic Neuroscience System (M)
5.5
NAT
1004
Clinical Neuroscience System (M)
7.0
Total Semester Hours
30
DSP MS2 Fall Semester
LAW
1001
Medical Jurisprudence (C)
1.0
ADM
1030
Medical Spanish I (C)
P/F
ADM
1035
Medical Spanish II and III (C)
P/F
BHS
1003
Psychiatry (C)
2.5
PUB
1001
Public Health and Preventative Medicine (C)
1.0
SYS
1006
Digestive System (M)
7.5
SYS
1004
Cardiovascular System (M)
9.0
SYS
1010
Respiratory System (M)
5.0
SYS
1003
Renal System (M)
5.0
OPP
1003
Osteopathic Principles and Practice III (C)
3.5
HPY
1008
History and Physical Examination III (C)
1.5
GER
1001
Geriatric Medicine (C)
1.0
LECOM College of Medicine Academic Catalog and Student Handbook 42
Abbr.
Number
Course Title
Credit Hours
Total Semester Hours
37.0
DSP MS2 Spring Semester
SYS
1002
Hematology/Oncology System (M)
3.5
SYS
1007
Endocrine System (M)
3.0
SYS
1009
Reproductive System (M)
5.0
SYS
1005
Integumentary System (M)
3.0
HPY
1009
History and Physical Examination IV (C)
2.5
OPP
1004
Osteopathic Principles and Practice IV (C)
2.0
CLS
1001
Advanced Cardiac Life Support (C)
1.0
ADM
1014
Biomedical Sciences and Osteopathic Principles Convergence
(C)
4.0
Total Semester Hours
24.0
Total Pre-Clinical Hours
118.5
Key: (M) is DSP Module and (C) is Course with LDP students
The DSP Curriculum Calendar
The DSP curriculum calendar contains specific lectures, meetings, and examination times that the
students are expected to attend. Entering DSP students begin work on the modules during the fall
semester after anatomy, histology, and embryology. The calendar is based on five study days per week
(though students are expected to dedicate a large amount of their evenings and weekends to study to
total about 60-70 hours per week), with the DSP preclinical curriculum to be completed in two years.
Successful completion of the two-year DSP program by the set date permits students to take the
COMLEX Level 1 Licensure Examination following their second year and to begin their clinical
clerkships at the same time as the LDP and PBL students.
2.3.5. Accelerated Physician Assistant Pathway
Introduction
The Accelerated Physician Assistant Pathway (APAP) is another innovative pathway which accelerates
the medical school curriculum for certified physician assistants who seek to obtain the Doctor of
Osteopathic Medicine degree.
Physician Assistants (PAs) undergo a rigorous didactic medically oriented curriculum as well as at least
one year of clinical rotations to obtain the entry level, bachelor’s, or master’s degree for professional
certification. Many physician assistants wish to become physicians citing the desire to practice
independently, the need for professional growth and development, the need for increased medical
knowledge and the ability to do more for their patients as the most common reasons to do so.
Growth in demand for primary care (Family Medicine, General Internal Medicine, and General
Pediatrics) physicians will continue to increase over the next decade. As many PAs chose to work in
primary care, they represent excellent candidates to become primary care physicians.
By accelerating the curriculum, LECOM will remove some of the financial burden and reduce time
away from clinical practice which are factors currently preventing some PAs who wish to return to
medical school from doing so.
Curriculum
Accepted students to the APAP will participate in the PBL pathway at LECOM at Seton Hill. The first
year of didactic curriculum runs from the last week of July through the following May. Instead of the
LECOM College of Medicine Academic Catalog and Student Handbook 43
standard summer break, students will then complete 8 weeks of primary care clinical clerkships
consisting of four weeks of rural/underserved family medicine/OMM and an additional four weeks of
Internal Medicine (Geriatric Medicine rotation) at Erie rotation sites. Students then return to the second
year of didactic instruction from August through May. Finally, 48 weeks of core clinical clerkship
rotations and one 4-week sub-internship in the third and final year of the curriculum provides a total of
80 weeks of didactic curriculum and 60 weeks of clinical clerkships, or 140 total weeks.
2.3.6. Primary Care Scholars Pathway
The Primary Care Scholars Pathway (PCSP) is intended for those students who have a dedicated
commitment to primary care medicine. The specific clinical specialties outlined under the PCSP include
family practice and general internal medicine.
Students in the PCSP program complete the requirements for the D.O. degree in three years. The
mechanism for achieving a three-year curriculum is by shortening the summer vacation to two (2) weeks
between the first and second year. Additionally, the number of clinical rotations is decreased to 16. By
omitting some elective and selective rotations, the focus of the clinical training is on primary care
medicine. Students are required to sign a contract acknowledging their commitment and that they will be
assessed a financial penalty if they leave primary care practice prior to the time frame specified in the
contract.
The PCSP curriculum is based on the DSP model, which is structured on the self-directed modular
system. For more information, see the detailed description of the DSP program outlined in Section 2.3.4
The Directed Study Pathway. Although the PCSP is modular based study, there are some differences
compared with the DSP. Students in the PCSP have classes during their first summer term. Since there is
only a two-week vacation after completion of the first academic year, remediation differs for the PCSP
program.
2.3.7. LECOM Bradenton College of Osteopathic Medicine Curriculum and
Course Description
Problem-Based Learning (PBL) consists of a clinical framework for the integration and application of
the basic medical sciences. The primary purpose is not to diagnose and treat “virtual patients,” but to
develop an understanding of the basic sciences which support how body systems work in normal and
pathological states.
The PBL format facilitates learning of not only the factual information, but also of communication skills
and group interactions. Learning how to learn is of great importance and is an investment in the future.
The goals of PBL are most effectively reached when the group works together as a team in which each
member actively contributes to the group’s understanding, actively listens to (and hears) other members’
contributions, and actively supports other members in the learning process.
In a PBL curriculum, passive reception of information is almost eliminated. Students are placed into
small groups of seven to nine students each, and each group is assigned a faculty member whose
function it is to facilitate discussion in the group. Because the faculty members who serve as group
facilitators are not necessarily authorities on the material being discussed, students learn not to rely upon
them to teach. In PBL, a series of virtual clinical cases serves as a basis for learning the basic sciences.
The object is not to diagnose the case, but to use it to identify what are called learning issues. These then
act as topics for further study. Students work independently on their learning issues before the next
group meeting, at which time the new information is discussed and refined in the context of the case. If
necessary, further learning issues are then identified and studied.
LECOM College of Medicine Academic Catalog and Student Handbook 44
2.3.7.1. Course Sequence and Credit Hours for Problem Based Learning Pathway at
LECOM Bradenton
Abbr.
Number
Course Title
Credit Hours
PBL-B MS1 Fall Semester
ANT
1009
Clinical Human Anatomy
11.0
OPP
1001
Osteopathic Principles and Practice I
4.0
CLE
1002
Clinical Examination I
3.0
PBL
1001
Problem Based Learning I
10.0
RES
1008
Intro to Biostatistics and Research Methodology
1.0
Total Semester Hours
29.0
PBL-B MS1 Spring Semester
HCM
1004
Healthcare Management I
1.0
OPP
1002
Osteopathic Principles and Practice II
3.5
CLE
1003
Clinical Examination II
3.0
PBL
1002
Problem Based Learning II
22.5
PUB
1002
Public Health and Preventative Medicine
1.0
Total Semester Hours
31.0
PBL-B MS2 Fall Semester
OPP
1003
Osteopathic Principles and Practice III
3.0
CLE
1004
Clinical Examination III
3.0
PBL
1003
Problem Based Learning III
26.5
BHS
1001
Psychiatry
2.5
BHS
1005
Human Sexuality
1.0
LAW
1001
Medical Jurisprudence
1.0
GER
1002
Geriatric Medicine
1.0
Total Semester Hours
38.0
PBL-B MS2 Spring Semester
OPP
1004
Osteopathic Principles and Practice IV
2.0
CLE
1005
Clinical Examination IV
3.0
PBL
1004
Problem Based Learning IV
14.5
CLS
1001
Advanced Cardiac Life Support
1.0
ADM
1014
Biomedical Sciences/Osteopathic Principles Convergence
4.0
Total Semester Hours
24.5
Total Pre-Clinical Hours
122.5
2.3.7.2. Bradenton Problem-Based Learning Pathway Course Titles, Credit Hours, and
Description
ANT 1009 – Clinical Human Anatomy – 11.0 Credit Hours
Clinical Human Anatomy is a lecture-discussion course and laboratory with prosected cadavers.
Didactic lectures provide the student with knowledge necessary for sequential discovery of the structural
and functional relationships of the human body. The course integrates basic concepts of embryology,
histology, and neuroanatomy along with gross anatomy through clinical application in both lectures and
laboratory settings. The knowledge gained from this experience leads the student to develop a fine
appreciation for not only the structure of the human body, but also how each part is related to every
other part. Clinical correlations are included within the lecture and laboratory sessions of this course to
familiarize the student with clinical situations they may encounter in clinical medicine. Models,
LECOM College of Medicine Academic Catalog and Student Handbook 45
radiographs, computer software and laboratory assignments are used to facilitate self-directed learning.
Emphasis is placed throughout, on structure-function relationships and the clinical applications of such
knowledge.
Clinical Examination:
CLE-1002 - Semester 1 Year 1 – 3.0 Credit Hours
CLE-1003 - Semester 2 Year 1 – 3.0 Credit Hours
CLE-1004 - Semester 1 Year 2 – 3.0 Credit Hours
CLE-1005 - Semester 2 Year 2 – 3.0 Credit Hours
CLE 1002 – Semester 1 Year 1 – 3.0 Credit Hours
This course explores the art of obtaining an accurate history from a patient and presenting it in a
narrative format. Lecture components teach the components of the history and the rationale for their
inclusion. Written examinations support basic concepts coming from lectures and the textbook. Students
participate in non-graded skills labs with faculty feedback and then later move to the individual
examination rooms for graded encounters covering the skill taught in lab. At the end of this course, the
student will demonstrate proficiency in obtaining and organizing the history and basic physical
examination skills.
CLE 1003 – Semester 2 Year 1 – 3.0 Credit Hours
This course builds upon the first semester by adding additional organ system skills for physical
examination. Written examinations will continue to focus on basic principles while introducing clinical
concepts. Emphasis will be on mastering each organ system’s physical examination skills. The large
room skills sessions continue followed by individual organ system practical exams. At the end of this
course, the student will be able to perform each organ system physical examination with proficiency and
be ready to put it all together into the full physical examination.
CLE 1004 – Semester 1 Year 2 – 3.0 Credit Hours
This semester introduces the full patient encounter. Working with standardized patients (or fellow
students), and faculty, students will learn to complete the history, focused physical examination,
including OMM when indicated, and assessment and plan in a 22-minute encounter. Lectures will
expand upon history taking, creating a pertinent differential diagnosis, understanding pathophysiology,
and clinical decision-making. Written examinations will link technical skills and findings to basic
science and clinical constructs. At the end of this course, the student will have a thorough understanding
of the problem-focused vs. extended history and physical exam, be proficient in clinical skills, and
produce a well-constructed SOAP note. Faculty will provide written feedback when grading the SOAP
notes.
CLE 1005 – Semester 2 Year 2 – 3.0 Credit Hours
The final semester centers on the continued practice of clinical examination skills. Faculty and
standardized patients will continue to provide direct feedback after clinical encounters, as well as a
written evaluation of SOAP notes. Students will also learn how to perform an oral presentation. Lectures
will expand upon clinical topics of interest, along with clinical reasoning through a differential
diagnosis. Written examinations will focus on the logical synthesis of data. Students will complete a
‘competency practical examination’ to demonstrate they possess the skills to move on to third-year
rotations. At the end of this course, the student will be well-prepared for clinical rotations.
Osteopathic Principles and Practice (OPP):
OPP-1001 - Semester 1 Year 1 – 4.0 Credit Hours
OPP-1002 - Semester 2 Year 1 – 3.5 Credit Hours
LECOM College of Medicine Academic Catalog and Student Handbook 46
OPP-1003 - Semester 1 Year 2 – 3.0 Credit Hours
OPP-1004 - Semester 2 Year 2 – 2.0 Credit Hours
The Osteopathic Principles and Practice (OPP) course is designed as an introduction to the basic
philosophy, principles, and practice of osteopathic health care. The course is offered continually
throughout the four semesters of years 1 and 2. Emphasis is placed on the sequential development of
palpatory diagnostic and therapeutic skills used to assess health and disease. The course teaches
osteopathic philosophy, problem solving and patient management, and how to incorporate multiple
osteopathic manipulative techniques as appropriate, including muscle energy, fascial release, high
velocity - low amplitude, counter-strain, articulatory techniques, trigger point, and osteopathic medicine
in the cranial field. Application of these principles and practice continues throughout the clinical
rotations.
GER 1002 – Geriatric Medicine – 1.0 Credit Hour
Geriatrics provides instruction to the student on special problems of the elderly with emphasis on
improving clinical skills to deal with the unique diagnostic, therapeutic, and psychosocial problems of
older adults. Various topics related to the geriatric patient are also integrated into the Systems. With the
knowledge obtained from this course, the student will be able to make informed decisions about the
availability of healthcare to geriatric patients and improve the physical, psychological, and social well-
being of older adults in their practice.
HCM 1004 – Healthcare Management – 1.0 Credit Hour
In addition to medical aspects of clinical practice, the well-prepared physician must be cognizant of
healthcare issues they may face in the future. The Healthcare Management Course is designed to offer
insight into many non-medical areas of clinical practice. Topics covered include business issues and
terminology, contract law and contract issues, current issues, and trends in healthcare and Lean
management.
PUB 1002 – Public Health/Preventive Medicine – 1.0 Credit Hour
Public Health provides osteopathic medical students with an introduction to selected issues and methods
with respect to public health, and an appreciation of research epidemiology and prevention. Though
most students will not enter full-time public health careers, public health issues impact every physician's
practice. Knowledge of how individual health issues affect (and are impacted by) the community is
essential for the future physician.
BHS 1001 – Psychiatry – 2.5 Credit Hours
The Behavioral Science course is designed to provide a basic knowledge of the biopsychosocial
foundations of behavior and psychiatric conditions to prepare a physician to recognize and manage these
issues in patient care. The course includes an overview of the major diagnoses, including information on
presentations and diagnostic criteria for recognition, common comorbidities, approaches for
differentiating diagnoses, identifying overlap with or distinction from medical states, and evidence-
based pharmacologic and nonpharmacologic interventions. The course also covers elements of
psychiatric diagnostic evaluation, normal development versus when behavior and development are
problematic, effective patient-physician communication approaches, and ethics and professionalism
areas specific to psychiatric situations in healthcare practice. The goal of the course is for students to
learn the initial fundamentals of behavioral science and psychiatric care for future clinical application.
LAW 1001 – Medical Jurisprudence – 1.0 Credit Hour
Medical Jurisprudence introduces osteopathic medical students to major legal facts regarding medical
practices, which may vary from state to state. Using the applicable federal and state laws as a base, the
general rules of medical practice are presented. The obligations of the physician to the community, the
LECOM College of Medicine Academic Catalog and Student Handbook 47
patient, the hospital, colleagues, and society form a small but important part of the study. The course
discusses duties and responsibilities, the medical record and legal aspects of medicine, standards of care,
vicarious liability, and negligence. Special attention is made to HIPAA and the duty of confidentiality.
BHS 1005 – Human Sexuality – 1.0 Credit Hour
The Human Sexuality Course is a foundational overview of the physiological, psychological,
sociological, cultural, and medical aspects of human sexuality. The course is designed to better prepare
the osteopathic medical student to address sexuality in clinical practice. The course takes a holistic
approach to reviewing topics including taking a sexual history, common sexual dysfunctions, sexual
abuse, and the sexuality of vulnerable populations (pediatric/adolescent, elderly, disabled, LGBTQ, and
disenfranchised).
CLS 1001 – Basic Life Support (B.L.S) and Advanced Cardiac Life Support (A.C.L.S) – 1.0 Credit
Hour
B.L.S. and A.C.L.S. training are presented at the end of the second year. This training program
sponsored by the American Heart Association, is designed to help the students achieve a better
understanding of their roles as future players in the cardiopulmonary resuscitative team.
RES 1008 – Introduction to Biostatistics and Research Methodology – 1.0 Credit Hour
The Introduction to Biostatistics course is an introduction to selected important topics in biostatistical
concepts and reasoning. This course represents an introduction to the field and provides a survey of data
and data types. Specific topics include data collection, management, and presentation; sampling and
sample selection; sampling variability and statistical inference including estimation, confidence-
intervals, hypothesis testing and sample size calculation; statistical computing; planning and reporting
statistical analyses.
ADM 1014 – Biomedical Sciences & Osteopathic Principles Convergence – 4.0 Credit Hours
This course serves to reinforce integration of biomedical and clinical science knowledge and highlights
the application of clinical osteopathic knowledge.
2.3.8. Clinical Curriculum
2.3.8.1. Clinical Curriculum for LDP, DSP, and all PBL campuses
The essence of clinical training has been said to be "experience with graduated responsibility" and this
concept is followed at LECOM.
Phase III of the curriculum in three of the pathways consists of third-year and fourth-year clinical
rotations (or clerkships). To achieve curricular goals and objectives these clinical rotations will utilize:
1. A large base of osteopathic and allopathic physicians who have experience in both primary
care and non-primary care specialties and are acutely aware of the cultural and
socioeconomic milieu of modern medicine;
2. Accredited hospitals in which students can gain the experience of patient care in large tertiary
centers, smaller community-based hospitals, rural hospitals and their respective health
systems;
3. Outpatient clinical training in an environment and area in which the student may ultimately
practice;
4. Community clinics staffed by professionals from the local area; and
5. Studies of developing cost-effective primary care delivery systems.
LECOM College of Medicine Academic Catalog and Student Handbook 48
The clinical curriculum provides training on a rotational basis at a wide variety of geographically
diverse sites. It is based on a Regional Campus model. Students are assigned to a core year-long training
site for their third and fourth years of clinical training. LECOM year-long training sites may provide all
core rotations, but some sites will require that the students complete some core rotations at another
LECOM-affiliated training site determined by Clinical Education. While most of these sites are
throughout Pennsylvania, New York, and Florida, there are several training sites in different regions
throughout the country. Students might expect and should be prepared for inter-state travel.
Students will be provided with inpatient clinical experiences at hospitals and medical centers and
outpatient experiences at hospital-based clinics, free-standing clinics, and physicians' offices. The
availability of elective opportunities will maximize career options and enrich undergraduate medical
education.
Students are required to complete online coursework for all Core rotations in the third year: Family
Medicine, Internal Medicine I, Pediatrics, and General Surgery I. Students are also required to complete
online coursework for the following Required rotations: Internal Medicine II and III, General Surgery II,
Geriatrics/OPP, Emergency Medicine/Critical Care, Psychiatry/Behavioral Health, and Ambulatory
Medicine I and II.
This concentrated clinical training will be initiated in the third year. During the third and fourth years,
students will be required to successfully complete their clinical clerkships. Each of these clerkships is
defined as one clinical rotation. Rotations are assigned by the Associate/Assistant Deans of Clinical
Education.
Abbr.
Number
Course Title
Credit Hours
LDP, DSP, and PBL MS III Clinical Rotations
CEE
1001
Clinical Educational Enrichment
10.0
DOR
1006
Internal Medicine I (Core)
10.0
DOR
1008
Internal Medicine II (Required)
10.0
DOR
1032
Internal Medicine III (Required)
10.0
DOR
1007
Surgery I (Core)
10.0
DOR
1009
Surgery II (Required)
10.0
DOR
1010
Obstetrics/Gynecology (Required)
10.0
DOR
1022
Family Medicine (Core)
10.0
DOR
1018
Pediatrics (Core)
10.0
DOR
1027
Geriatrics/OPP (Required)
10.0
DOR
1011
Psychiatry/Behavioral Health (Required)
10.0
DOE
1001
Elective I
10.0
Total Semester Hours
120.0
LDP, DSP, and PBL MS IV Clinical Rotations
DOR
1020
Emergency Medicine/Critical Care (Required)
10.0
DOR
1003
Ambulatory Medicine I (Required)
10.0
DOR
1031
Ambulatory Medicine II (Required)
10.0
DOR
1013
Rural/Underserved Ambulatory
10.0
DOE
1011
Primary Care Selective
10.0
DOE
1010
Medicine Selective
10.0
DOE
1012
Surgery Selective
10.0
DOE
1003
Elective I
10.0
DOE
1004
Elective II
10.0
DOE
1006
Elective III
10.0
LECOM College of Medicine Academic Catalog and Student Handbook 49
Abbr.
Number
Course Title
Credit Hours
DOE
1007
Clinical Competency Development
10.0
DOR
1036
Senior Capstone
10.0
Total Semester Hours
120.0
Total Clinical Hours
240.0
Note: All clinical rotations are 4 weeks in length
2.3.8.2. Clinical Curriculum for APAP
Students enrolled in the APAP must complete rotations during years two and three. Clinical rotations for
APAP students are approved by the Associate Dean of Clinical Education.
Abbr.
Number
Course Title
Credit Hours
APAP MS II Clinical Rotations
DOE
1023
Family Practice/OPP (Required)
10.0
DOR
1027
Geriatric Medicine (Required)
10.0
Total Semester Hours
20.0
APAP MS III Clinical Rotations
DOR
1010
Obstetrics/Gynecology (Required)
10.0
DOR
1006
Internal Medicine I (Required)
10.0
DOR
1008
Internal Medicine II (Core)
10.0
DOR
1032
Internal Medicine III (Required)
10.0
DOR
1018
Pediatrics (Core)
10.0
DOR
1011
Psychiatry/Behavioral Health (Required)
10.0
DOR
1007
Surgery I (Core)
10.0
DOR
1009
Surgery II (Required)
10.0
DOR
1003
Ambulatory Medicine I (Required)
10.0
DOR
1022
Family Medicine (Core)
10.0
DOR
1020
Emergency Medicine/Critical Care (Required)
10.0
DOE
1022
OPP/Rural/Underserved
10.0
DOE
1021
Sub-Internship
10.0
Total Semester Hours