Clinical Partner Network
The map below shows the extensive clinical partner network that we have developed (and continue to augment) with strong, rurally based clinical campuses at which students will be based for the entirety of their core and required rotations and, if desired, selective and elective rotations. Each of these clinical partners either offer all core and required rotations at one major site or offer all of the core and required rotations at a handful of co-located sites. Whatever the case, the student will obtain top-notch clinical training with preceptors who are not only leaders of patient care, but also who have a deep interest in clinical training education, fostering a culture of support and inquiry allowing the student to challenge themselves and become the best physician they can be.
As can be seen from the map and listing of clinical affiliates, above, as we are the first public osteopathic medical school, we have set up our experiences to support many rural areas throughout Pennsylvania, though we are concentrating our focus on western Pennsylvania in the region where 亚色影库 is located. Each of our clinical sites is located in a rural area, many of which are located in Health Professional Shortage Areas for both primary and mental health care. We know that students tend to stay in areas where they did their clinical training, so it is our hope that this immersive approach to clinical education, coupled with our development and support of rurally-based graduate medical education programs, will assist students in matching into specialties essential to rural care, and to facilitate their practicing in underserved areas throughout Pennsylvania. We also have developed a unique relationship with state psychiatric hospital system in Pennsylvania, where each student will do a rotation at a state hospital, providing a deep understanding of severe, persistent mental illness management.
Year 3 Courses
Year 3 Clinical Rotations and Longitudinal Courses
The third year of the curriculum marks the transition to full-time clinical education, completing all core and required rotations, and beginning selective and elective rotations. Students participate in clinical rotations across major medical disciplines, where they apply foundational science and clinical skills in supervised, real-world patient care settings. Clinical experiences are reinforced through continued use of simulated patient and standardized patient encounters, allowing learners to refine diagnostic reasoning, procedural skills, osteopathic manipulative medicine, and patient communication in a structured and supportive environment. Simulation-based activities support preparedness for clinical responsibilities, promote patient safety, and provide opportunities for feedback and reflection alongside faculty.
Year 3 begins with Clinical Colloquium I and ends with Clinical Colloquium II. These are gateway courses through which all students must pass in order to demonstrate competency and safety of patient care in order to be allowed to pass onto the next phase of training, each progression marking a transition to a higher level of responsibility and thus knowledge needed to succeed. Interprofessional educational experiences and assessments will be a core component of this course.
Once students have passed Clinical Colloquium I and obtained a passing score on COMLEX-USA Level 1, they begin clinical rotations, completing the core and required rotations (in an order determined by a lottery system) at a clinical campus of 亚色影库COM. These rotations are outlined in the above curriculum map and are 4-weeks in duration each. Once complete, students then begin to take selective and elective rotations.
Concurrent with their rotations, all students will also be taking longitudinal courses that run parallel to their rotations, including Consolidation of Learning, Foundations of OPP, Psychiatry and Behavioral Science, and Research Project. While the time devoted to these courses is much lower than that of the rotations, these courses ensure that core principles are revisited and incrementally developed longitudinally rather than learned and not reinforced. This method has been shown to improve retention and also make preparation for board examinations less arduous.
Year 3 ends with Clinical Colloquium II, which is a similar course to Clinical Colloquium I, but with an emphasis on higher-order skills and scenarios which will build on the experiences students had in Year 3, ensuring they are ready to start Year 4 sub-internships and acting internships. Interprofessional educational experiences and assessments will be a core component of this course.
Year 4 Courses
Year 4 Clinical Rotations and Longitudinal Courses
The fourth year focuses on advanced clinical training and individualized career preparation, completing selective and elective rotations. Students complete advanced rotations, electives, and sub-internship experiences that prepare them for residency training and independent practice. Simulation and standardized patient experiences remain integrated to support higher-level clinical decision-making, interprofessional collaboration, and management of complex or acute clinical scenarios. Fourth-year experiences emphasize readiness for residency through strengthening clinical competence, professionalism, and communication skills, while allowing students to tailor their education toward specific career goals.
Once a student has passed all core and required rotations and passed Clinical Colloquium II, they are allowed to progress into Year 4 in July of their last year. This year is composed of selective and elective rotations, as well as the same longitudinal courses from year 3, continued in scope and rigor into Year 4. Year 4 ends with Clinical Colloquium III, where students will be assessed against the Entrustable Professional Activities for entering residency and complete an interprofessional education capstone experience.