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The first two years of the ÑÇÉ«Ó°¿â College of Osteopathic Medicine curriculum are designed to provide students with a strong foundation in the biomedical sciences while simultaneously developing the clinical skills, professional behaviors, and osteopathic principles essential for success in patient care. These preclinical years (OMS-I and OMS-II) emphasize integration, early clinical exposure, and a clear focus on preparing physicians to serve rural and underserved communities.

Curriculum Philosophy and Structure

The preclinical curriculum is delivered using an integrated, clinical systems-based and spiral learning model. This design ensures that students revisit key concepts over time with increasing depth, moving from foundational science toward clinical application. Throughout the first two years, the curriculum integrates biomedical sciences, clinical reasoning, osteopathic principles, interprofessional education and practice, and behavioral and rural population health considerations through coordinated longitudinal course experiences.

The academic year is organized into Fall and Spring semesters with dedicated time for independent self-directed study, research, and board preparation. Students progress through a sequence of organ system-based modules alongside longitudinal courses that span both years, reinforcing continuous skill development.

Core Learning Experiences

In the first year (OMS-I), students are introduced to foundational biomedical sciences and essential clinical skills. Early coursework includes human anatomy, musculoskeletal system, and integrated systems of dermatology, infectious disease, hematology and oncology, endocrinology, cardiology, pulmonology, and rheumatology. These courses are paired with clinical skills training, such as patient interviewing, physical examination, and interpersonal communication skill development. Students also begin their training in osteopathic principles and practice (OPP), including hands-on osteopathic manipulative medicine (OMM). Additional early experiences in self-care and mindfulness set the stage for longitudinal educational experiences in behavioral health and psychiatry in all four years.

As students move into the second year (OMS-II), the curriculum advances into more complex, integrated systems such as neurology, cardiology, gastroenterology, pediatrics, obstetrics and gynecology, and emergency medicine. This year also emphasizes clinical reasoning, diagnostic thinking, and further application of the foundation sciences within each clinical system.

Across both years, students participate in longitudinal courses that include:

• Professionalism, Health Systems Science, and Clinical Skills
• Behavioral Science and Psychiatry
• Foundations of Osteopathic Principles and Practice (OPP/OMM)
• Applied Principles of Rural Medical Practice and Research
• Consolidation of Learning and Board Preparation

These courses ensure that essential competencies such as communication, ethics, systems-based practice, and evidence-based medicine are continuously reinforced.

Teaching and Learning Methods

ÑÇÉ«Ó°¿âCOM employs a variety of active and student-centered teaching methods to support learning. These include:

• Interactive large-group sessions and lectures
• Small-group, case-based and team-based learning
• Anatomy training with mixed virtual/extended reality and 3D dissection tables in addition to high-resolution plastinated models
• Simulation-based training using high- and low-fidelity mannequins
• Standardized patient encounters for clinical skills development
• Hands-on laboratory experiences, including anatomy, OMM labs, and a partnership with the coroner’s office
• Interprofessional education activities with other health professions
• Self-directed learning time to promote lifelong learning skills

These approaches ensure students are actively engaged in their education and able to apply knowledge in clinically meaningful contexts to meet the mission of the college.

Early Clinical and Community Engagement

From the beginning of their training, students are exposed to clinical environments through simulation and early preceptorship experiences. These activities allow students to practice patient communication, clinical reasoning, and professionalism in a safe, supervised environment. Additionally, the curriculum incorporates rural and community-based experiences that reflect ÑÇÉ«Ó°¿âCOM’s mission to serve underserved populations.

Students will engage in community-oriented projects and research experiences that emphasize the social determinants of health and population health in rural settings. This longitudinal exposure helps students understand the unique needs of the communities they will serve.

Assessment and Progression

Student learning is assessed through a combination of formative and summative methods, including written examinations, practical and laboratory assessments, clinical skills evaluations, Objective Structured Clinical Examinations (OSCEs), and research projects. Continuous feedback is provided to support student growth and development.

At the conclusion of the second year, students must demonstrate readiness for clinical training through successful completion of all coursework and required competency-based assessments. Students also prepare for and take the COMLEX-USA Level 1 examination, a key milestone in their medical education journey.

Preparing for Clinical Training

By the end of the second year, students will have developed a strong scientific foundation, essential clinical skills, and a deep understanding of osteopathic medicine. They will be well-prepared to transition into clinical rotations in their third year, where they will build on this knowledge through direct patient care experiences.

The first two years at ÑÇÉ«Ó°¿âCOM are intentionally designed to support student success, foster professional identity formation, and prepare graduates to become compassionate, competent osteopathic physicians dedicated to improving healthcare in rural and underserved communities.