2010-2012 Academic Catalog

AT DES MOINES UNIVERSITY MOINES DES AT

3 Colleges + 9 Programs = One Great University

es Moines University, a private graduate university of the health sciences, Dis pleased to provide this catalog for the 2010-11 and 2011-12 academic years.

This catalog provides detailed information about the University’s degree programs in osteopathic medicine, podiatric medicine, physical therapy, post-professional physical therapy, physician assistant studies, health care administration, public health, biomedical sciences and anatomy.

While all of the degree programs outlined in this catalog represent a distinct regimen of professional and academic preparation, you will find within our curricula a common focus on treating individuals through personalized, compassionate, hands-on care that focuses on preventing disease, not just treating symptoms. Along with courses, you will find research opportunities, educational organizations and community events to participate in at DMU.

On a broad scope, the programs also address the needs of students by providing an ethical framework that considers the role of health care providers in today’s evolving health care environment.

We are committed to providing you with answers to your questions and opportunities for your professional success. You are welcome to contact us for more information about any of the degree programs or educational offerings in this catalog as you plan your health care career.

Sincerely,

Stephen Dengle, M.B.A. Interim president, Des Moines University

2 Academic calendars & information

2010-2011 Academic Year 2011-2012 Academic Year 2010-2012 Trimester schedules D.O., D.P.M., D.P.T., PA, M.S. in D.O., D.P.M., D.P.T., PA, M.S. in Anatomy or Biomedical Sciences Anatomy or Biomedical Sciences M.P.H. or M.H.A.

2010 Year I 2011 Year I Three terms: June 7 Orientation for new PA June 6 Orientation for new PA September - December (16 week) students students January - April (16 week) August 3 Orientation for new students August 2 Orientation for new students Summer (TBD) August 9 Year I classes begin August 8 Year I classes begin November 25-28 Thanksgiving break – November 24-27 Thanksgiving break – No classes No classes Dec. 18 - Jan. 2 Winter break Dec. 17 - Jan. 1 Winter break 2011 2012 March 19-27 Spring break March 17-25 Spring break June 1 Year I classes end May 30 Year I classes end

Note: For students in the PA and D.P.T. Note: For students in the PA and D.P.T. programs, short fall/summer breaks between programs, short fall/summer breaks between years in the programs will be announced. years in the programs will be announced.

Statement of Nondiscrimination ABOUT THIS CATALOG

Des Moines University does not discriminate on the Inquiries concerning the application of the This catalog, issued in December 2009, provides basis of race, color, religion, gender, national origin, University’s policy of nondiscrimination should be information about Des Moines University for classes ancestry, sexual orientation, age, disability, marital directed to one of the following: entering in August 2010 and August 2011. status, citizenship or any other characteristic protected by law in employment, admission or Provost The information in this catalog does not constitute access to education programs, activities or health Des Moines University a contract between the University and the student. care. 3200 Grand Avenue The University reserves the right to make changes Des Moines, Iowa 50312-4198 in curricula, admission policies and procedures, Des Moines University has a specific policy on (515) 271-1505 tuition and financial aid, academic standards accommodations in educational programming, and guidelines, student services and any other which may be accessed on the student portal. Director of Human Resources regulations or policies set forth in this catalog, After an individual has been admitted to the Des Moines University without giving prior notice. The University also University, he/she must notify the vice president 3200 Grand Avenue publishes student handbooks that serve as guides for student services if the individual believes that Des Moines, Iowa 50312-4198 to enrolled students. These handbooks contain he/she has a disability for which he/she is entitled (515) 271-1485 more detailed information about the policies, to a reasonable accommodation. A designated procedures and organizations of the University. representative of the University will meet with Executive Vice President Enrolled students are advised to refer to each the individual to review the procedures adopted Des Moines University document as needed. by the University regarding the reasonable 3200 Grand Avenue accommodation of students with disabilities, Des Moines, Iowa 50312-4198 including verification of the disability, the eligibility (515) 271-1496 for a reasonable accommodation and the type of accommodation available.

3 Table of ContentsTable of Contents

The University College of Podiatric Medicine and Dual Degree – M.H.A., M.P.H. Programs Mission, Vision...... 5 Surgery Dual Degree ...... 57 History...... 5 Mission & Vision ...... 34 Admission Policies & Procedures ...... 58 Governance...... 6 Accreditation ...... 34 Academic Standards & Guidelines ...... 58 Colleges & Degree Programs...... 6 Accreditation...... 6 Doctor of Podiatric Medicine Doctor of Physical Therapy Research...... 6 Admission Policies ...... 34 Accreditation ...... 59 Student Honor Code...... 7 Admission Requirements ...... 36 Mission ...... 59 Enrollment...... 7 Admission Procedures ...... 36 Curriculum Outcomes ...... 59 International Student Policy...... 7 Curriculum ...... 37 Admission Process ...... 59 The Campus...... 7 Summary of Courses/Integrated Systems ..38 Admission Requirements...... 60 Student Clubs & Organizations...... 8 Clinical Affiliations ...... 40 Curriculum Overview...... 61 Academic Standards & Guidelines ...... 40 Course Descriptions ...... 62 College of Osteopathic Medicine Awards ...... 41 Academic Standards & Guidelines ...... 64 Mission, Vision...... 13 Student/Academic Services ...... 41 Accreditation...... 13 Post-Professional Doctor of Physical Student/Academic Services ...... 13 College of Health Sciences Therapy Mission ...... 44 Accreditation ...... 65 Doctor of Osteopathic Medicine Student/Academic Services ...... 44 Mission ...... 65 Admission Policies ...... 15 Curriculum Goals ...... 65 Admission Requirements ...... 16 Master of Science in Physician Application & Admission Process ...... 66 Application Process ...... 17 Assistant Studies Course Descriptions ...... 66 Curriculum ...... 18 Mission, Philosophy ...... 46 Academic Standards & Guidelines ...... 67 Curriculum Overview, Years I - IV ...... 18 Objectives ...... 46 Summary of Year I Courses ...... 19 Accreditation ...... 46 Tuition & Financial Aid Summary of Year II Courses ...... 20 Admission Process ...... 46 Tuition & Fees...... 68 Years III & IV – Clinical Years ...... 22 Admission Requirements ...... 47 Tuition & Fees Payment Policies ...... 68 Clerkships & Rotations – Locations ...... 23 Admission Procedures...... 48 Tuition Charges for Curricular Options: Academic Standards & Guidelines ...... 23 Curriculum Overview ...... 48 Directed Studies, Leave of Absence ...... 68 Year I – Course Descriptions ...... 48 Refund Policies ...... 70 Master of Science in Anatomy Year II – Clinical Preceptorships ...... 50 General Financial Aid Policies ...... 70 Mission, Vision...... 25 Academic Standards & Guidelines ...... 50 Loans ...... 70 Admission Policies...... 25 Scholarships ...... 71 Admission Requirements ...... 26 Master of Public Health Payment of Financial Aid ...... 73 Application Process...... 26 Mission, Vision, Values ...... 51 Satisfactory Academic Progress Curriculum ...... 27 Degree Requirements ...... 52 for Financial Aid Eligibility ...... 74 Summary of Courses ...... 27 Core Curriculum & Course Sequence ...... 52 Academic Standards & Guidelines ...... 28 Core Course Descriptions ...... 52 Directory Admission Policies and Procedures...... 53 Board of Trustees ...... 76 Master of Science in Biomedical Admission Criteria...... 56 Administration ...... 76 Sciences Academic Standards and Guidelines...... 58 Faculty ...... 76 Mission, Vision...... 29 Emeriti Faculty ...... 79 Admission Policies...... 29 Master of Health Care Administration Admission Requirements ...... 30 Mission, Vision, Values ...... 53 Application Process...... 30 Degree Requirements ...... 54 Curriculum ...... 31 Core Curriculum & Course Sequence ...... 54 Summary of Courses ...... 31 Core Course Descriptions ...... 55 Academic Standards & Guidelines ...... 32 Admission Criteria...... 56 Admission Policies and Procedures...... 57 Academic Standards and Guidelines...... 58 4 About the University

ounded in 1898, Des Moines Uni- History and the Physician Assistant Certificate in versity is the only private medical 1983. The first graduates of the Health Care Fschool in Iowa. The institution The history of Des Moines University Administration Program received the Master offers superior academics in a collab- reflects a continuing commitment to teach, to of Science (M.S.) degree in 1986, and the first orative environment. Graduate-level, learn and to serve. graduating class in the Program in Physi- professional degree programs are of- Founded in 1898 as the Dr. S. S. Still College cal Therapy received the Master of Science fered in osteopathic medicine, podiatric of Osteopathy, the institution has several degree in 1990. medicine, physical therapy, physician times undergone changes in name and loca- Beginning in the fall of 1999, the University assistant studies, health care admin- tion to accommodate expanding enrollment began offering a Master of Public Health de- istration, public health, anatomy and and programs of study. gree program through the Division of Health biomedical sciences. Renamed Still College of Osteopathy in Management within the College of Health 1905, with a two-year program of instruction, Sciences. The Division of Health Management Mission the school continued to grow and prosper. was disbanded in 2005, allowing the Health The University will develop distinctive During the 1940s the name was changed to Care Administration Program and the Master health professionals committed to health Des Moines Still College of Osteopathy and of Public Health Program to grow in separate promotion, the discovery of knowledge Surgery, reflecting a broader curriculum of directions, if needed, while still allowing col- and service to the community. medical studies. During this period the Col- laboration. lege hospital and first clinic building were Also in the fall of 1999, the University name Vision acquired. These facilities provided enhanced was changed from University of Osteopathic The University will improve the health of clinical training opportunities for students Medicine and Health Sciences to Des Moines society through its distinctive health and additional health care settings through University – Osteopathic Medical Center. The professions graduates, focus on health which to serve the community. name was changed to reflect the University’s promotion, discovery of knowledge, In 1958 the institution was renamed the expanding role in the community and state empowerment of individual responsibil- College of Osteopathic Medicine and Surgery. as both an educator and health services pro- ity for health and direct service to the The first satellite clinic was established in vider, and to reaffirm the institution’s histori- community. 1963. In 1971 the Dietz Diagnostic Center, a cal roots in the city of Des Moines. specialty clinic, began operation as a major In the spring of 2002, Des Moines Universi- outpatient facility. ty received formal approval to begin offering Academic Quality and In 1972 the College moved to its present the Master of Science in Physician Assistant Continuous Improvement 24-acre site on Grand Avenue. During the Studies degree and the professional Doctor of ensuing years, enrollment in the College more Physical Therapy degree with the start of the Des Moines University strives to con- than doubled. Since the time of founding, the 2002-03 academic year. These revised degree tinuously improve the programs, offerings College has educated nearly 10,500 osteo- programs replaced the bachelor’s degree and services provided to students and the pathic physicians. offered by the PA Program and the master’s community. Organizational learning leads to Recognizing the need for additional mem- degree offered by the P.T. Program. improved educational quality, student experi- bers on the health care team to complement In January 2003, the Post-Professional Doc- ence and student satisfaction. As a student- physicians in health care delivery, in 1980 tor of Physical Therapy program was started. focused institution, DMU achieves academic the Board of Trustees voted to establish the This unique online program allows students and process improvement through input from College of Podiatric Medicine and Surgery and to continue practicing as a physical therapist future and current students as well as alumni. the College of Health Sciences. These colleges, while advancing their education. The online DMU conducts multiple surveys each year to with the College of Osteopathic Medicine, format allows students to complete their gather this information and data and encour- form the osteopathic medical university. degree in the comfort of their home or office ages students to participate in each study. The College of Podiatric Medicine and while connecting them with other physi- This information further helps the University Surgery – the first podiatric college in the na- cal therapists from around the nation. The to evaluate and improve learning outcomes, tion to be part of a health sciences university program specifically prepares students for offerings and services that focus on graduate – awarded the Doctor of Podiatric Medicine autonomous practice by strengthening clini- health professions education. (D.P.M.) degree for the first time in 1986. cal decision making skills, enhancing overall In the College of Health Sciences, the char- business knowledge, introducing health pro- ter class of the Physician Assistant Program motion and prevention strategies and further received the Bachelor of Science (B.S.) degree developing manual skills. 5 In 2005 the Student Education Center was in the oversight of the University and the • Public Health completed and serves as the hub of cam- formulation of its policies. The Public Health Program offers the pus life in the center of campus. Housed in The University has been a member of the Master of Public Health (M.P.H.) degree. the building are classrooms, the library, the Association of Governing Boards of Colleges bookstore, an auditorium, a wellness center, and Universities since January 1971. Des Moines University is the only edu- a cafeteria and coffee bar and administrative cational institution in Iowa exclusive to the offices. Note: Members of the University’s Board of health sciences. The University will con- In 2007 the University received approval Trustees are listed in the section of this catalog tinue to add health care programs for which to begin offering the Master of Science (M.S.) titled “Directory.” there are no current education programs in in Anatomy or Biomedical Sciences degrees existence in the area or, if in existence, the through two new programs within the Col- programs are unable to meet needs within lege of Osteopathic Medicine. Colleges & Degree Programs the state. Students in clinical programs receive part of their training on campus through Des College of Osteopathic Medicine Moines University Clinic, which offers primary Accreditation care and medical specialties and serves as • Osteopathic Medicine a regional referral center. The clinic’s multi- The four-year Osteopathic Medicine Des Moines University is accredited by the specialty, interdisciplinary approach allows Program leads to the Doctor of Osteopathic Higher Learning Commission and is a member physicians to refer patients to a single location Medicine (D.O.) degree. of the North Central Association of Colleges for diagnostic and therapeutic care of medical and Schools, 30 North LaSalle St., Suite 2400, ailments not ordinarily handled in a primary • Anatomy Chicago, Ill. 60602-2504. Telephone 312-263- care or outpatient setting. The 1,500-seat The Anatomy Program is a 40.5 credit hour 0546; 800-621-7440; fax 312-263-7462. www. Olsen Medical Education Center is adjacent to program of study leading to the Master of ncahigherlearningcommission.org. the clinic. Science (M.S.) degree in anatomy. Education programs within the University The University’s commitment to wellness also have professional accreditation within extends beyond educational programs to the • Biomedical Sciences their respective fields. Professional accredita- delivery of health care. Responding to a criti- The Biomedical Sciences program is a tion is listed in the college and program sec- cal health care need of people in central Iowa 40 credit hour program of study leading tions of this catalog. who are unemployed, the University offers a to the Master of Science (M.S.) degree in comprehensive program of free medical care biomedical sciences. called “We DO Care.’’ The program provides Research health care services, such as family practice College of Podiatric Medicine & Surgery care, some immunizations for children and Students play a vital role in research at Des blood pressure screenings, to temporarily • Podiatric Medicine Moines University, which maintains labora- unemployed individuals and their families in The College of Podiatric Medicine and tories and programs for basic, clinical and central Iowa through Des Moines University Surgery offers a four-year program of study applied research. The research enterprise Clinic. In addition, students and faculty pro- leading to the Doctor of Podiatric Medicine at Des Moines University allows students to vide free health services and screenings to the (D.P.M.) degree. share in the joy of discovery along with faculty community through charity events, sporting mentors. Students frequently contribute to events and corporate wellness programs to College of Health Sciences published faculty papers, make research pre- help under-served children and families. sentations at national meetings and develop Des Moines University has educated more • Physician Assistant studies and pursue their own projects, several of than 13,350 health care professional and will The Physician Assistant Program awards which have drawn national interest. continue to prepare physicians and allied the Master of Science (M.S.) degree in Undergraduate students from colleges health personnel for careers in the ever- Physician Assistant Studies. and universities in the central Iowa area also changing field of medicine while developing perform research in the University laborato- innovative programs to serve students and • Physical Therapy ries and, during the summer, undergraduate society. The Doctor of Physical Therapy Program research students from around the country offers the Doctor of Physical Therapy participate in these research experiences. (D.P.T.) degree. Laboratories are located in the recently Governance renovated Ryan Hall, which provides state-of- • Post-Professional Physical Therapy the-art research facilities and equipment. The The DMU Board of Trustees, the legal The Post-Professional Physical Therapy University has research laboratories in various governing authority, which includes physi- Program offers the Doctor of Physical disciplines, including immunology, infectious cians and lay members, has the responsibility Therapy (D.P.T.) degree. disease, cancer research, cell biology and for the overall control and policy-making of molecular biology. Extramural funding for re- the University. The Board sets policy for the • Health Care Administration search from various government and industry University in areas of finances, business ad- The Health Care Administration Program sources, along with University-based funding, ministration, faculty and academic programs. offers the Master of Health Care help assure the vitality of the research efforts The Board performs other duties as necessary Administration (M.H.A.) degree. at DMU. 6 In addition to the research curriculum in • College of Osteopathic Medicine – 888 Standardized Performance Assessment physical therapy and podiatric medicine, • College of Podiatric Medicine and Surgery Laboratory, Surgical Skills and Simulation the University offers an elective in research – 226 Center methods and ethics as part of the osteopathic • College of Health Sciences – 659 First Floor: Faculty offices, gross anatomy and podiatric medical programs. A sampling labs, research labs, security and University of ongoing research projects include: services • The role of manual medicine in modulation INTERNATIONAL STUDENTS Second Floor: Faculty offices, Geriatric Educa- of immune response tion Center and research & grants • Molecular biology of virulence and antimi- Traditionally most of our students come crobial resistance in microbial pathogens from within the United States. Under limited Academic Center • Programmed cell death of cancer cells circumstances, Des Moines University ac- Lower Level: Lecture Halls 1, Ruza and 3, • Use of viral agents as oncolytic mediators cepts qualified non-U.S. citizens eligible for cardiac simulator lab, student mail center, • Research in bioethics and geriatrics an F1 Visa or those who have been granted lounge, IT help desk, vending • The role of aging in pain perception permanent residency in the U.S. (Note: ‘per- First Floor: College of Osteopathic Medicine • Natural products in control of hypertension, manent residency pending’ does not qualify dean, faculty offices, clinical affairs, global diabetes and cancer for admission.) With few exceptions, interna- health, student government • Antisense oligonucleotide therapy for tional students are required to pre-pay to Des Second Floor: Physical therapy classrooms, hypertension Moines University all tuition, fees and living College of Health Sciences dean’s office and • Studies of the biomechanics of the lower expenses for the completion of the program support staff extremity and abnormal function of study. Third Floor: Physician assistant and physical • Genetic polymorphism and disease risk. Since all courses in the Master of Health- therapy classrooms, public health, health care Administration, Master of Public Health care administration, physician assistant and and Post-Professional Doctor of Physical Ther- physical therapy faculty offices and support Student Honor Code apy programs are offered online, international staff students applying for admission to these Fourth Floor: Accounting, educational sup- The Student Honor Code was developed programs are eligible for online study only. port services (academic counseling and and approved in 1998 through the leader- multi-cultural affairs), community relations, ship and commitment of the student body. financial aid, marketing and communica- In essence the code states that students STUDENT HEALTH INSURANCE tions, registrar will not cheat, steal or lie, nor tolerate those REQUIREMENTS Fifth Floor: Academic administration, admin- who do. The purpose is to foster a learning istration & finance, planning & technology, environment that emphasizes honesty and Des Moines University requires that all full- development, president’s office, provost’s an honorable lifestyle consistent with the time students enrolled in academic programs office, student services, University counsel expectations of the professions students will charging annual tuition (D.O., D.P.M., D.P.T., enter and the patients or publics they will M.S.P.A., M.B.S. and M.S.A.) have comprehen- Student Education Center serve. Detailed explanations of the purposes sive health insurance coverage. Students are Ground Floor: Auditorium, Summerfield’s Café and goals, definition and procedures related required to enroll in DMU’s plan unless they and coffee bar, student lockers, student to the Student Honor Code are included in the meet the conditions for a waiver. lounge and game room, employee lounge, student handbooks. To qualify for a waiver, students must have Wellness Center, vending, ATM comparable coverage through an employer- First Floor: Matthew’s Bookstore, OMM sponsored group plan in the name of a classrooms, podiatry classroom, student WELL WORKPLACE parent or spouse, or through a government- computer help desk, enrollment office, sponsored plan. For on-campus students, study/conference rooms, Wellness Center Des Moines University is the first university the waiver will be accepted only if the plan (access from ground floor) in the U.S. to receive the Platinum Level Well benefits are available in the Des Moines area. Second Floor: Library collections and staff of- Workplace Award. A Well Workplace is an Students are provided with the plan op- fices, large study/conference rooms, small organization fully embracing its responsibil- tions and enrollment information during the study rooms ity for maximizing the health and well-being annual open enrollment process. of its employees and students. Employee & Des Moines University Clinic student wellness is part of the overall business Ground Floor: Facilities strategy and embodies the very vision and The Campus First Floor: Clinic administration, human fabric of the organization. resources, information desk, Olsen Medical DMU’s campus is centrally located just Education Center (MEC), medical records, west of downtown Des Moines near parks, the quality improvement Enrollment Art Center, apartment complexes, churches, Second Floor: Institutional Computing, Teach- synagogues, shopping areas, financial services ing Learning Technology Center, print shop Total University enrollment is 1,783 (num- and restaurants. Third Floor: Mercy clinical laboratory, bers from the 2009-10 year). The breakdown radiology & mammography center and by college is as follows: Ryan Hall general X-Ray/bone scan density screen- Ground Floor: Laboratories/classrooms and ings/ultrasound 7 Fourth Floor: Clinics (physical therapy/ • Indoor track workshops. The organization seeks to posi- occupational therapy/speech therapy), Hu- • Basketball/volleyball court tively affect the public’s awareness of podiat- man Performance Laboratory • Cardio machines – treadmills, stair steppers, ric sports medicine and its promise to ensure Fifth Floor: Primary care clinics, family practice, stationary bikes, ellipticals health and safety of the active individual. internal medicine, (cardiology, geriatrics, • Free weights/weight machines nephrology) • Wellness classroom for exercise and * American Association of Women Sixth Floor: Physicians’ offices, occupational yoga classes Podiatrists and Friends (AAWP & Friends) health services, student health services • Men’s and women’s locker rooms with is an organization for both men and women. Seventh Floor: College of Podiatric Medicine & showers in each area The mission of the student chapter of the club Surgery dean’s office, Foot & Ankle Institute, • Nutrition teaching kitchen is to promote podiatric medicine and provide Podiatry Research Center, Diabetic Foot leadership in the advancement of the educa- Center Global Health Program tional, political, financial, social and emotional Eighth Floor: Clinic Services for audiology, Des Moines University’s Global Health well-being of our members. Speakers are osteopathic manual medicine, ophthalmol- Program gives students, faculty, alumni and scheduled at monthly meetings, including a ogy, physical medicine and rehabilitation others an opportunity to gain real-world presentation by current medical students on Ninth Floor: Mercy Terrace Hill Surgery Center experience in international medicine. The tips for surviving medical school and physi- Tenth Floor: Conference room, academic program offers experiences and electives cians regarding life with a family. offices for departments of Behavioral Medi- beyond our country’s borders. It provides cine, Family Practice, Medicine, Ob/Gyn, breadth of cultural, social, political and clinical *American College of Foot & Ankle Osteopathic Manual Medicine, Pediatrics, experiences that are not available within Orthopedics and Medicine (ACFAOM) Surgery the United States. Global health experiences serves the interests of students by educating vary based on what students are interested and informing podiatric medical students Library in. Opportunities range from short medical of the trends and developments in podiatric Located on the second floor of the Student service trips to extended length international medicine, orthopedics and sports medicine. Education Center, the library contains more clerkships. International experiences are The club presents lecturers who are leaders than 62,000 books and bound periodicals and supported through electives and other on- in the various fields of podiatric medicine and subscribes to nearly 600 medical and scientific campus programs. Des Moines University also sponsors workshops and clinical rotations journals and newsletters either in print or also hosts several student clubs that focus on covering various aspects of podiatric medi- electronic format. The library is part of the global health issues. As the world becomes cine and sports medicine. The podiatric pro- wireless campus network for laptop users. The smaller and global health care needs grow, fession often works to enhance the scope of library provides circulation services, reference outreach becomes even more critical. many orthopedic clinics around the country, assistance and interlibrary loan and has access and this club enables its members to become to MEDLINE and other computer databases aware of the many topics in the field. It is the through the library community on the portal. Student Clubs and policy of the student chapter to present and Students have access to additional resources ORganizations maintain a broad, well-balanced program for through local and regional library networks all IPMSA members. and consortia. The library also has a 2,000-vol- To complement the academic and social in- ume rare book room and archive collection of terests of students, the University encourages *American College of Health Care historical documents focusing on osteopathic active participation in campus clubs. Students Executives (ACHE) Student Chapter provides medicine and medical education in the 18th, may select from a roster of more than 40 health care administration students with the 19th and 20th centuries. In addition, there are clubs, according to their special interests. opportunities for practical experiences in the 19 study or conference rooms located in one * Denotes College-Specific Club field of health care management. It enhances wing of the library. The library’s web page is ** Denotes Honorary Society networking capabilities in the community and located at http://www.dmu.edu/departments/ *** Denotes Interest Group provides opportunities to build professional library/index.html. development. **Alpha Eta is the national scholastic honor Audiovisual Services society of the allied health professions. Its pur- * American College of Osteopathic Family The audiovisual services department is pose is to promote and recognize scholarship, Physicians (ACOFP) is the national profes- responsible for campus instructional media leadership and contributions to the allied sional organization for osteopathic family services, including television production and health professions. physicians. Through its student chapters, maintenance and operation of all audiovisual ACOFP promotes awareness and interest in equipment. Student employment is offered, The American Academy of Podiatric Sports osteopathic family medicine. The DMU with job openings in the class you attend or Medicine Club (AAPSM) strives to promote student chapter of ACOFP is very active both nights and Saturday in the control room. education and the enhancement of knowl- on campus and in the community, offering edge in the field of podiatric sports medicine. educational, community service and recre- Wellness Center Its goal is to provide students with an op- ational programs. DMU offers students, at no cost, a state-of- portunity to advance their understanding of the-art, 25,000 square foot Wellness Center, evaluation, treatment, management and pre- *The American Medical Student Associa- located in the Student Education Center. The vention of lower extremity injuries in sports tion (AMSA), with nearly a half-century of following are features of the Wellness Center: and fitness through educational seminars and medical student activism, is the oldest and 8 largest independent association of physicians- tunities to learn about various aspects of the educational exposure to elderly patient care, in-training in the U.S. Membership benefits specialty and subspecialties within the field by diagnosis and treatment. Through various include a four-year subscription to “The New bringing speakers to campus and other activi- activities, including service to the community, Physician” journal, an AMSA Visa with no ties. The primary goals are to provide a forum Geriatrics Club members expand their knowl- annual fee and the opportunity to network for students who share an interest in anes- edge of geriatric medicine and gerontology, with other medical students throughout the thesiology to exchange information and help which is of value in many medical fields. country. Also, the AMSA website offers many prepare students for residency. The group The Geriatrics Club is open to all interested free Palm Pilot programs. maintains a national connection through the students and works with various older adult American Society of Anesthesiologists. resource centers locally and nationally, includ- *The Association of Military Osteopathic ing the Des Moines University Geriatric Educa- Physicians and Surgeons (AMOPS) is direct- ***DOCARE International, DMU Student tion Center. ed at students attending medical school on Chapter, is a medical outreach program that scholarship with the military or Public Health provides medical care for the indigent popula- Holistic Medicine Club seeks to advocate Service. The primary goals of the chapter tions of the western hemisphere. Membership healing practices that incorporate the entire are to assist members in obtaining informa- is open to all students including D.O., D.P.M., human (body, mind and soul) and to provide tion concerning military clinical rotations, PA and D.P.T. Members can serve the orga- information on alternative therapies not residency programs and medicine in a military nization by volunteering for medical service taught in the standard medical curriculum, yet environment and to provide information on trips, locating and donating medical supplies gaining popularity by the public at large. life in the military in general. Activities include and contributing financial support. Founded an annual formal dinner, the Dining Out, in 1961, DOCARE is comprised of a variety ***Homeless Camp Outreach is open to all visiting an Army field hospital (MASH unit), of disciplines. Its team approach to provid- members of the DMU community. Its goal is to weapons qualification, an Army/Navy football ing medical care gives student members an establish personal, caring relationships with game party, opportunities to volunteer, such invaluable experience both professionally and the homeless around Des Moines to validate as the Combat Hunger Food Drive, plus a personally. the campers’ dignity and humanity. Members variety of interesting speakers with various visit area homeless camps weekly, educate military experiences. The Emergency Medicine Club, nation- volunteers about the lives of homeless ally registered with the American College of people, partner with other existing homeless The Christian Medical Association is the Osteopathic Emergency Physicians and the camp outreaches, organize supply drives to local affiliate of the national association. The American College of Emergency Physicians, provide small living essentials, and connect club’s focus at DMU is to encourage students serves students interested in emergency campers to medical services, including the to live their lives for Christ and to assist them medicine. Members have opportunities to DMU-Broadlawns Mobile Clinic. in their faith, as they become physicians and learn new, cutting edge information from health care professionals. Weekly meetings speakers engaged in emergency services and Infectious Disease and Public Health Club at noon provide time for praise and worship, to develop skills through related workshops. (IDPHC) is open to all students of the Uni- speakers and prayer. The club also offers The Emergency Medicine Club can also help versity. Its mission is to educate students on men’s and women’s bible studies. students network with professionals benefi- issues and events in the areas of public health cial to those who plan to practice emergency and infectious diseases, particularly those that *** Community Ambassadors Program medicine. This club is open to students in any are emerging and could affect individuals in (CAP) is an organization open to all who are DMU program. the United States. Our goal is to provide pre- interested in teaching and interacting with sentations on campus with individuals who the community. In this program, students The Gay Straight Alliance acts as an avenue have first-hand experience with these issues. and staff are asked to give on and off campus for lesbian, gay, bisexual, transgender and organ demonstrations to kids ranging from straight students to celebrate our unique International Medicine Club promotes the elementary school to undergraduate school. diversity in healthcare. The club focuses on importance of multiculturalism in society to- This program allows students to have hands- promoting acceptance and providing support day. The club brings students of all heritages on teaching experience with members of the for LGBT health care students, physicians and and backgrounds together to learn from each community. other health care providers, as well as offer- other and to simply understand the world ing opportunities for straight students to outside of our backyards. Actively support- The Dermatology Club serves to promote learn and better understand LGBT issues and ing all organizations and events on campus, the understanding and inclusive education culture. Activities center on education and the International Medical Club has been a about the medical field of Dermatology. awareness, including presentations on health vital part of DMU’s commitment to cultural The club provides a network of support and care topics, anti-discrimination issues and awareness and the celebration of the diversity resources for students in all programs, while unique aspects of caring for LGBT patients. in America. presenting issues seen by health professionals Various service events offer a chance for DMU in all fields. students to share our goals with the commu- *Iowa Medical Society (IMS) promotes nity. All club events offer a safe and support- medical education through community *** The DMU Anesthesiology Interest ive atmosphere. service projects. The club also offers oppor- Group is open to COM students with an inter- tunities to work with other medical students est in anesthesiology. The group’s mission is The Geriatrics Club provides interested stu- in the state and emphasize the importance to promote anesthesiology and offer oppor- dents with the opportunity to enhance their of cooperation between M.D.s and D.O.s.

9 Through delegates in the student chapter, opportunities for continuous public health objectives will result in membership induction students also have an opportunity to influ- education. and will be recognized by a certificate. ence medical legislation at the state level. Membership through DMU/IMS also allows Medical Students for Choice was organized ***Physical Medicine and Rehabilitation students to join the AMA, which entitles them to promote an understanding of women’s re- is a rapidly growing field of medicine. The to a free Steadman’s Medical Dictionary and a productive health and to ensure that women DMU PM&R interest group gives students the subscription to JAMA. receive the full range of reproductive health opportunity to learn more about the field care choices. The club’s objectives are to as first- and second-year D.O. students. The *Iowa Podiatric Medical Students create awareness regarding the present and group meets to discuss questions about the Association (IPMSA) functions as the govern- future of women’s reproductive health care field and learn about local and national reha- ing body for students in the College of Podi- through educational efforts, create excellent bilitation opportunities such as shadowing atric Medicine and Surgery (CPMS), with the educational and clinical training opportunities and rotations. president of IPMSA also being the president of aimed at enhancing women’s reproductive the CPMS Student Government Association. health care and build a network of support **Pi Alpha is the national physician assistant Every podiatric medical student is required to and resources for medical students who are honor society organized for the promotion maintain membership in IPMSA. IPMSA holds working to become tomorrow’s health care and recognition of significant academic monthly meetings in which all CPMS students providers to women. achievement, leadership, research, commu- are invited and play a role as a voting mem- nity/professional service and related activi- ber. IPMSA serves as an umbrella organization The Muslim Osteopathic Student Associa- ties. Pi Alpha encourages a high standard of over all podiatric clubs. IPMSA sends represen- tion (MOSA) is a local chapter of the National character and conduct among both physician tatives from each class as well as the president Islamic Medical Association. The organization assistant students and graduates. to semi-annual American Podiatric Medical offers students a forum to celebrate the ex- Students Association meetings. These rep- tensive contributions of Islamic medicine and **Pi Delta (Iota Chapter) recognizes the aca- resentatives convey CPMS student opinions to encourage its practice. The organization demic achievements of students in the Col- and return with information about a variety further serves as a spiritual conduit for those lege of Podiatric Medicine and Surgery. The of topics such as board exams, residency seeking to live by Islamic values and tenets. primary objective of Pi Delta is to promote structures, scholarships, and other opportuni- Membership in MOSA is open to all students. high scholarship in the podiatric sciences in ties for all podiatric medical students. Dues order to progressively advance the profession. also allow you to receive the monthly Journal The Neurology Club explores the complex Election into Pi Delta symbolizes high scholas- of the American Podiatric Medical Association array of medical, psychological and social tic achievement and provides a professional (JAPMA) and the APMA News. issues impacting upon the ill patient. The club scholarship incentive. Another important presents speakers and programs to discuss objective of Pi Delta is the promotion of schol- Jewish Medical Student Association the connection between the functions of the arly fellowship by bringing together students believes there is an opportunity to explore organ system and the functions of the brain, and faculty in a fraternal-scholastic relation- faith and promote understanding of the Jew- thereby laying a strong foundation for under- ship. Regular meetings of Pi Delta emphasize ish faith in connection with the practice of standing mind-body relationships. Programs the professional aspects of podiatric medicine medicine. The association has regular formal also involve research and service. and serve as a guide for instructive study and exchanges and social events among Jew- research. ish and non-Jewish students to extend and The Obstetrics and Gynecology (Ob/Gyn) deepen understanding of one another. The Club was organized to provide exposure to Pediatrics Club involves more than 100 mem- club is an opportunity for Jewish students topics relating to Obstetrics, Gynecology bers on and off campus and offers an array to incorporate their faith into their medical and women’s health through speakers and of activities to encourage participation and school education as well as future medical activities. The club will present speakers to service. One such activity is a recruiting dinner practice. educate students about the various paths in with Blank Children’s Hospital residents and the Ob/Gyn field. There will be opportunities interns. Another big event is a winter holi- *The Master of Public Health Student Club for community service projects within the day party for children living at the House of offers students an opportunity to connect Ob/Gyn spectrum. Mercy Shelter. The club also sponsors monthly with their fellow students and get involved luncheon meetings, which include a lecturer in community activities. As members of the The Oncology Club provide exposure to who speaks about a pediatric specialty topic. DMU M.P.H. Student club, you will be auto- clinical oncology, including onco-surgery and Other activities include fund-raising activi- matically enrolled into the Student Chapter its parallel aspect to modern basic science ties for children, holiday parties, performing of the Iowa Public Health Association (IPHA). research in the area of oncology. All students school physicals, and more. All DMU students The Des Moines University Master of Pub- enrolled in COM, CPMS or CHS are eligible to are welcome to join, and all that is required is lic Health Student Club mission is to foster participate. To become an active member of a love of children! education, learning and service to promote the society, students must complete a variety the health of communities at large. This club of selected tasks, including research presenta- *The Physical Therapy Club is designed to serves as an arena for students to become tions, clinical observation, meeting atten- supplement the growing and learning experi- more conscientious of public health issues dance, grand rounds, tumor board meetings ences of students, as well as provide opportu- by interacting with healthcare professionals, (Mercy) and student cancer conferences. Suc- nities for leadership roles. Community service performing public health works and having cessful completion of the active participant activities are available based on member

10 interest and have included volunteering at the excellent opportunity for students to work The Student National Medical Association Children’s Habilitation Center in pool therapy with the Wellness Department to increase (SNMA) is the nation’s oldest and largest and music therapy. P.T. Club also sponsors awareness about the importance of prevent- organization focused on the needs and con- P.T. Week every October to promote National ing disease through exercise, stress manage- cerns of medical students of color. SNMA is Physical Therapy Month. Activities occur ment, health screening and proper nutrition. committed to strengthening the educational throughout the week to enable students to pipeline that flows from elementary schools relate to those with disabilities and partici- Psychiatry Club develops programs that into medical school by fostering scientific pate in activities to raise money for charities. expose members to various psychiatry interest in elementary students and mentor- Speakers are also included in club activities to specialties and topics through a variety of ing students as they progress through high enhance knowledge concerning current top- lectures and laboratories. The club also seeks school and college. The club’s programs are ics in Physical Therapy and health care. to provide a broader education in the field of designed to (1) serve the health needs of psychiatry. under-represented communities, educating *The DMU Physician Assistant Club people about important health matters, and promotes academic achievement, clinical The Student Chapter of the American (2) ensure that medical services are sensitive excellence and professional identity for the College of Foot and Ankle Surgeons to the needs of culturally diverse populations. students of the PA program. Since the medical (SCACFAS) is a student chapter of the Ameri- SNMA is also committed to reducing morbid- field is such a changing and advancing area can College of Foot Surgeons. The organiza- ity and mortality in underserved communities of study, the club strives to present information introduces students to the fundamental by focusing on educating and empowering tion on current medical developments. Also, principles and practices essential to the surgi- those communities to make healthy lifestyle since the PA is a relatively new member of the cally oriented podiatric physician. Included in choices. health care team, club members educate both monthly meetings are interactive videos, case the public and DMU about the PA’s contribu- presentations and a clinical perspective in *The Student National Podiatric Medical tion to medicine. regard to the surgical aspects of primary care. Association (SNPMA) is a national organiza- The club also stresses the importance of an tion dedicated to bringing podiatric medicine *Podiatric Practice Management & Journal interdisciplinary approach to total foot care. to the local communities, especially to the Club (PPMJC) covers two facets, podiat- poor and minority communities. This chap- ric practice management and effectively **Sigma Sigma Phi is the National Osteo- ter’s goal is to increase awareness of podiatric researching the medical literature. A prac- pathic Honor Society that is actively involved medicine in Des Moines through “The Mystery tice management seminar with prominent in organizing several large conferences of the Pink Feet” puppet show and coloring members of the podiatric profession is held throughout the year, as well as many commu- book, and by providing information on proper each semester. These guest speakers discuss nity and campus projects. Each local chapter foot care, career opportunities and commu- a variety of topics, such as procedures for represents those students who excel academi- nity-oriented projects. setting up a podiatric office and the keys to a cally and who show a strong commitment to successful practice. Additional meetings are extracurricular involvement. Those students * The Student Osteopathic Internal designed to help students prepare for clinical who are academically eligible are invited to Medicine Association (SOIMA) raises inter- rotations and residency. An essential adjunct apply for membership during the fall and/or est and provides information on the multi- to a podiatric education is early exposure to spring membership drive. SSP membership disciplinary field of internal medicine. Regular the journal reading necessary for continuing may be looked at favorably by many competi- club activities involve lectures on important education in this specialty field. Knowing how tive residencies. topics and cases in internal medicine provided to use the latest evidence-based research in by local clinicians and student-organized the care of the foot and ankle is a crucial task Significant Others’ Support (SOS) is the only community service projects. Members of for all podiatric students to master by the organization for the spouses and significant the club also have opportunities to become time they enter practice. PPMJC has regular others of students at Des Moines University. acquainted with internal medicine residents journal topic assignments to develop skills SOS gives members a better understanding of in the area, in order to become more familiar for critically reviewing medical literature. the medical world and each step of the train- with the many challenges and rewards experi- These sessions emphasize learning the most ing process. It also provides a unique support enced by a practice in internal medicine. efficient ways to delve into medical literature system and connection to DMU and the Des to prepare for rotations and residency, as well Moines Community. *The Student Osteopathic Medical Associa- as providing a clinical preview for first- and tion (SOMA) links students to the members, second-year students. The Sports Medicine Club is open to all philosophies and activities of the American DMU students interested in the well being of Osteopathic Association (AOA), the govern- Preventive Medicine Club promotes health athletes. This club provides luncheon lectures ing organization of the osteopathic medical and fitness for students and faculty at Des with speakers in all areas of Sports Medicine community of the United States. The Des Moines University. It also provides training (e.g., family practice physicians, orthopedic Moines University-SOMA chapter works lo- for the integration of preventive health care surgeons, athletic trainers and P.T.s). The club cally to assist osteopathic medical students in future practices through blood pressure also provides the opportunity for members to throughout their medical school training by screenings, Personal Wellness Profiles (PWPs), observe local sports medicine physicians on providing educational lectures, community guest lectures (about preventive medicine, oc- the sidelines and in surgeries. The club hosts service opportunities and a strong support cupational medicine and nutrition) and other an annual taping clinic and does many com- system. Nationally, SOMA works to promote projects and programs. The club provides an munity service activities with local athletes. awareness of student concerns to the AOA, to

11 provide benefits that will make life as a medi- sor speakers and presentations and provide cal student more enjoyable and to address literature concerning these topics. issues that affect not only the osteopathic medical community, but also all societal issues *The Undergraduate American Academy of that are of concern. Osteopathy (UAAO) is a nationally recognized organization with an extremely active *** The Student Osteopathic Orthopedic chapter on the DMU campus. The club’s goal Association (SOOA) aims to form a bridge is to provide diverse opportunities to learn between osteopathic medicine and ortho- “hands on” the advantage of Osteopathic pedic surgery. The group tries to provide all Manual Medicine (OMM). The club accom- members with the opportunity to change plishes this by sponsoring innovative work- the future of osteopathic orthopedic medi- shops and luncheon programs with nationally cine and promotes the development of renowned osteopathic physicians. UAAO well-educated and experienced health care also sponsors an OMM treatment tent at lo- practitioners. To do this, the club will invite cal road races, providing an opportunity for orthopedists to come speak to club members members to practice their OMM skills outside regarding orthopedics as a career, the resi- of the classroom environment. Joining UAAO dency application, orthopedic residency and provides multiple opportunities to experience other areas of interest. Additionally the group DMU’s unique osteopathic point of view. is owrking to provide members with local shadowing opportunities. The mission of the Women’s Medical Alli- ance (WMA) of DMU is to improve the person- The Student Osteopathic Surgery Associa- al and professional well being of its members, tion (SOSA) is an organization of students increase the influence of women in all aspects interested in expanding their knowledge of the medical profession and enhance the of surgery and surgical techniques through quality of women’s healthcare. The club spon- activities such as guest lectures, joint replace- sors speakers addressing issues that women ment and laparoscopic workshops, mentor- face as patients and health care providers. ing programs, conventions, and socials with WMA also takes part in community activities fellow students and surgeons. throughout the year.

***Student Physicians for Social Respon- sibility (SPSR) is guided by the values and expertise of medicine and public health and works to protect human life from the gravest threats to health and survival. With this inten- tion, through education, dialogue, lobbying and collaboration with other groups, SPSR strives to achieve a sustainable environment, to reduce violence and its causes including gun violence in our society, to eliminate nuclear weapons and other weapons of mass destruction, and to promote peace and social justice. SPSR seeks to increase awareness of these social issues and encourage participation in solving them.

Students for Life is an organization that promotes the pro-life viewpoint and deepens the understanding of the dignity of the human before and after birth. The club provides factual information upon which individuals may make an informed decision about the various topics of fetal development, abortion, alternatives to abortion and euthanasia. DMU Students For Life also provides information concerning support systems and services available to provide assistance to women who face or may be faced with an untimely or problem pregnancy. The club will spon-

12 College of Osteopathic Medicine

hroughout its history, the College Mission Master of Science in Biomedical Sciences of Osteopathic Medicine (COM) To educate tomorrow’s osteopathic – Each biomedical sciences student must ob- Thas maintained a tradition of physicians, health educators and sci- tain materials as recommended by the faculty dynamic growth and academic excel- entists in a collaborative environment during the first year. Students may purchase lence. Founded in 1898 as the Dr. S. S. where the principles of health, wellness, books, instruments and supplies at Matthews Still College of Osteopathy, the College and research foster effective, profes- Bookstore, located on the first floor of the was first housed in a simple two-story sional and empathic care of individuals Student Education Center. A first-year student building. The first class of 40 students and populations. should allot $500 for books and equipment. followed a curriculum based on the osteopathic concept that good health is Vision Food Services an outgrowth of the proper functioning To position the College as a leader in Summerfield’s Café, located on the ground of all body systems. medical education and health by pursu- floor of the Student Education Center, pro- Today students follow a four-year cur- ing and meeting the highest standards vides food service during breakfast and lunch riculum that prepares them to become of academic and clinical achievement. hours. A coffee bar is open extended hours osteopathic physicians through an inte- for students’ convenience. Vending machines grated program of lectures, laboratories Accreditation are located on the lower level of the Academic and clinical experiences in hospitals and The College of Osteopathic Medicine is Center, in Des Moines University Clinic, on the ambulatory care facilities. accredited by the Council of College Accredi- ground floor of the Student Education Center Campus facilities have grown from a tation (COCA) of the American Osteopathic and in the main level of Ryan Hall. single building in downtown Des Moines Association. The Council is recognized by the – which was home to the College from U.S. Department of Education and the Council Housing 1927 to 1972 – to an expansive education for Higher Education Accreditation as the While on-campus housing is not available complex occupying 24 acres. In addition specialized accrediting body for osteopathic at DMU, the Greater Des Moines area offers a to the on-campus clinic, core clinical medical education. As an accredited college, variety of affordable housing options, many of rotations have been established with COM is a member of the American Association which are within walking distance of the cam- hospitals throughout Iowa and of Colleges of Osteopathic Medicine (AACOM). pus. The University’s website links students to the midwest. housing opportunities. While gaining strength from the past, the College sees in the future an increas- Student/Academic Services Student Health Services ing opportunity to develop outstand- Student Health Services, located in Des ing osteopathic physicians to provide Books & Equipment Moines University Clinic, offers free basic health care to the people of Iowa and Doctor of Osteopathic Medicine Pro- health care to full-time students enrolled in the nation. To achieve these goals, the gram – Each medical student must obtain a the osteopathic, podiatric, physical therapy, educational program will continue to stethoscope, sphygmomanometer and other physician assistant, anatomy or biomedical emphasize a comprehensive approach diagnostic instruments as recommended by sciences programs. Immediate family mem- to patients and their health problems. the faculty during the first year. Students may bers are also eligible. Services include routine Although the importance of well-trained purchase books, instruments and supplies at health care similar to a family practice setting. primary care osteopathic physicians Matthew’s Bookstore, located on the first floor Allergy shots and a limited number of labora- (family medicine, internal medicine of the Student Education Center. A first-year tory services are provided free of charge. and pediatrics) is a basic tenet of the student should allot $3,000 for books and Services provided in other departments of osteopathic medical philosophy, our equipment. the Clinic will be billed at full charge. Student students also explore careers in other Master of Science in Anatomy – Each Health Services is open 8 a.m. – 5 p.m., Mon- specialties, such as emergency medi- anatomy student must obtain materials as day through Friday. Noon hours are reserved cine, surgery, obstetrics and gynecology recommended by the faculty during the first for students’ urgent health care needs. and anesthesiology. year. Students may purchase books, instruments and supplies at Matthews Bookstore, Educational Support Services located on the first floor of the Student Educa- Student Counseling and Diversity Services tion Center. A first-year student should allot are located within the Division of Educational $1,000 for books and equipment. Support Services. Students are encouraged to utilize these services to help navigate the

13 internal and external stressors of graduate Career Planning University official a written request that school. The College of Osteopathic Medicine, in identifies the record(s) they wish to inspect. the office of Clinical Affairs, utilizes the Careers If the records are not maintained by that Student Counseling – The University in Medicine Program to assist students in official, he or she will advise the student realizes that students may be faced with career planning. of the correct official to whom the request unpredictable challenges and pressures should be addressed. The appropriate that may interfere with their academic, Student Handbook University official will make arrangements professional and personal wellness. Students The Student Handbook is available online for access and notify the student of the who are facing such barriers are urged to and supplements the information in this time and place where the records may be seek the services of student counseling. The catalog, providing information on the policies, inspected. dedicated staff members in the Student procedures and services that guide students 2) The right to request the amendment of the Counseling Office are professionally trained during enrollment at DMU. New students are student’s education records that the stu- and licensed to educate students on introduced to the policies and procedures dent believes are inaccurate or misleading. intervention strategies when confronted contained in the Handbook at orientation. Students may ask the University to amend with relationship difficulties, depression, a record that they believe is inaccurate or anxiety, substance abuse, limited test-taking Transcripts and Confidentiality misleading. They should write the Universi- and study skills and other emotional and/or A written request and payment of the ty official responsible for the record, clearly academic difficulties. There is no limit on appropriate fee by the student is required identify the part of the record they want number of sessions and insurance is not for each transcript. Written consent of the changed and specify why it is inaccurate or needed. All services provided by student student is required for disclosure of other misleading. If the University decides not to counseling are free and confidential. personally identifiable information from the amend the record as requested by the stu- education records of the student, other than dent, the University will notify the student Diversity Services – The University is directory information, except for disclosure of the decision and advise the student of committed to fostering a University of such other records to (1) University officials, his or her right to a hearing regarding the community and campus climate that values including faculty, who have education inter- request for amendment. Additional infor- and actively supports inclusiveness and ests; (2) officials of another school or school mation regarding the hearing procedures diversity. This division of Educational Support system in which the student seeks or intends will be provided to the student when noti- Services promotes programming designed to enroll; (3) certain authorized representa- fied of the right to a hearing. to increase understanding and appreciation tives of state and federal agencies; (4) persons 3) The right to consent to disclosures of of diverse cultures, attempting to reduce and/or organizations designated by the personally identifiable information con- prejudice, educate and promote social justice. University to perform specified management tained in the student’s education records, This office also helps students to maneuver or administrative tasks; and (5) lenders or except to the extent the FERPA authorizes and interpret policies and regulations lending agencies to whom a student has ap- disclosure without consent. One exception regarding visas, insurance and other plied for financial aid, as may be necessary for that permits disclosure without consent is immigration-related documents. such purposes. Directors of medical education disclosure to school officials with legitimate requiring information for internship recom- educational interests. A school official is a Child Care – Dependent children of students mendations must submit a written request to person employed by the University in an and employees receive priority consideration the Registrar’s Office. administrative, supervisory, academic or re- for openings as they become available at The University will, on request, provide to search or support staff position (including Children’s Garden childcare center. The any student the content of his or her educa- law enforcement and health staff); a person center is located at Wesley Acres Retirement tional records to ensure that the information or company with whom the University has Community adjacent to the DMU campus. is accurate and is not misleading or otherwise contracted (such as an attorney, auditor or Students interested in this service should in violation of the privacy or other rights of collection agent); a person serving on the contact the office of Student Services. The the student. Transcripts will not be issued to, grievance committee or assisting another University website also provides a link to other or on behalf of, any student or graduate who school official in performing his/her duties. online resources for those seeking childcare. has delinquent financial obligations to the A school official has a legitimate education- University. It is the policy of the University to al interest if the official needs to review an Faculty Advisor comply fully with the rules, regulations and education record in order to fulfill his/her All students are assigned a faculty advisor intent of Section 438 of the Family Educational professional responsibility. The second who provides assistance, advice and coun- Rights and Privacy Act of 1974, otherwise exception that permits disclosure without sel as needed, and who serves as a liaison known as the Buckley Amendment (see next consent is “directory information.” Data between the student and the academic and page). Notification of Rights: Family Educa- considered by DMU to be directory infor- administrative communities. Based upon tional Rights and Privacy Act (FERPA) FERPA mation is listed on the “Release of Student students’ needs and requests, faculty advisors affords students certain rights with respect to Educational & Directory Information” form, monitor academic achievement and provide their educational records. which can be requested at the Office of the guidance and assistance in meeting academic They are: Registrar. requirements, serve as mentors to students, 1) The right to inspect and review the 4) The right to file a complaint with the U.S. assist students with study and coping skills, student’s education records within 45 days Department of Education concerning write letters of recommendation and inform of the day the University receives a request alleged failures by DMU to comply with appropriate departments of student concerns. for access. Students should submit to a requirements of FERPA. Address: Family 14 Policy Compliance Office, U.S. Department Admission Policies of Education, 600 Independence Ave. SW, Washington, D.C. 20202-4605. The admission policies of the Doctor of Os- teopathic Medicine program ensure selection Doctor of Osteopathic of students with appropriate preparation to Medicine Program meet the rigors of the challenging curriculum in medical education. These policies define acceptable premedical education and designate admission procedures. All admission require- The Osteopathic Profession ments must be completed prior to matriculation. Prospective students should carefully note specified deadlines. The practice of steopathic medicine is a philoso- osteopathic medicine requires good commu- phy of health care that empha- nication skills, an understanding of individuals sizes the interrelationships of the O within their social environment, logical and body’s systems in the prevention, diag- quantitative thinking and a solid background nosis and treatment of illness, disease, in the sciences. To meet these requirements, and injury. The Doctor of Osteopathic students are encouraged to complete a diver- Medicine (D.O.) is trained to use all clini- sified undergraduate program. cal/scientific modalities to maintain and The application process culminates with a restore the health of patients. personal interview at Des Moines University. Based upon an increasing body of sci- Because of limited openings, the Admission entific evidence, osteopathic medicine Committee invites only those candidates emphasizes four main principles: considered to have the greatest professional 1. The human body is a unit, and all promise. The Committee bases decisions on body systems are interdependent. academic achievement, activities, personal- A disturbance in one system may ity, character, motivation and promise shown alter the functions of other body by candidates. Advanced standing based on systems. prior course work is not given. 2. The body possesses self-regulatory mechanisms that provide resis- Misrepresentation tance to, and recovery from, injury Misrepresentation in, or omission from, ad- and disease. mission credentials, particularly information 3. Structure and function are inter- concerning previous felony or misdemeanor related, providing the basis for convictions, will constitute improper behavior osteopathic manual treatment. under the Student Evaluation Mechanism 4. Appropriate prevention and treat- provisions of the COM Student Handbook. ment of all disease processes is based on an understanding of Multiple Applications the body unit, its self-regulatory Concerning students applying to the mechanisms and the relationship University for the first time: First-time between structure and function. entering students may apply to only one clinical program at a time. Multiple college The distinctive feature of osteopathic or program applications will not be accepted medicine is the recognition of the rela- or processed. *Dual degree (D.O./M.H.A., tionship between structure and function D.O./M.P.H., D.O./M.S.A., D.O./M.B.S.) is the of the body. The osteopathic physi- only exception. cian (D.O.) uses the developed skills of Concerning currently enrolled students: observation, definitive history taking, Enrolled students in the final year of their re- clinical judgment, manual medicine and spective programs who anticipate completion other standard diagnostic and thera- of a DMU degree may apply for admission to peutic procedures to recognize and treat another University program. If accepted, stu- pre-disease and disease states of the dents are expected to complete the full cur- body. Treatment of the whole patient, riculum in which they are currently enrolled. rather than the disease process, is the Students enrolled in another DMU program primary consideration. may not transfer into the D.O. Program. In order to be considered for admission to the D.O. Program, students must first withdraw from the other DMU program. *Students who have been accepted to the D.O.

15 Program may be eligible for a dual-enrollment ratory exercises in the basic sciences. They ner and under a reasonable amount of stress option leading to a Master of Health Care Ad- must be able to observe a patient accurately since physicians are expected to be able to ministration (M.H.A.) degree, a Master of Public at a distance and close at hand. perform such duties in diverse clinical settings Health (M.P.H.) degree, a Master of Science in 2. Communication: Candidates and where others may be present and where there Anatomy (M.S.) degree or a Master of Science in students should be able to speak, hear and is a certain degree of noise. Candidates and Biomedical Sciences (M.B.S.) degree. Students observe patients in order to elicit information, students must be able to accurately write interested in pursuing a dual degree may take examine patients, describe changes in mood, prescriptions, accurately perform basic math- Health Care Administration or Public Health activity and posture and perceive nonver- ematical functions and accurately and quickly course work during the summer trimester prior bal communications. They must be able to read charts with minimal error in areas where to the start of D.O. classes. Applications for a communicate effectively and sensitively with there may be distractions. The practice of dual degree in Anatomy or Biomedical Sciences patients. Communication includes not only medicine demands the ability to integrate and will be available at the conclusion of the first speech but also reading and writing. They process information promptly and accurately semester of D.O. course work. must also be able to communicate effectively in a time-sensitive environment. Candidates and efficiently in oral and written form with all must be able to draw on their store of knowl- Minimal Technical Standards for members of the health care team. edge in emergency situations and under time Admission and Matriculation 3. Motor: Candidates and students should limitations. The College of Osteopathic Medicine is have sufficient motor function to execute 8. Behavioral and Social Attributes: pledged to the admission and matriculation movements reasonably required to provide Candidates and students must possess the of all qualified students and acknowledges general care and emergency treatment to emotional health required for full utilization awareness of laws that prohibit discrimination patients. Examples of emergency treatment of their intellectual abilities, the exercise of against anyone on the basis of race, color, reli- reasonably required of physicians are car- good judgment, the prompt completion of all gion, gender, national origin, ancestry, sexual diopulmonary resuscitation, administration responsibilities attendant to the diagnosis and orientation, age, disability, marital status, of intravenous medication, the application care of patients and the development of ma- citizenship or any other characteristic proof pressure to stop bleeding, the opening of ture, sensitive and effective relationships with tected by law. Regarding disabled individuals, obstructed airways, the suturing of simple patients. Candidates and students must be the College will not discriminate against such wounds and the performance of simple able to tolerate physically taxing workloads, individuals who are otherwise qualified, but obstetrical maneuvers. Such actions require adapt to changing environments, display flex- will expect applicants and students to meet coordination of both gross and fine muscular ibility and learn to function in the face of un- certain minimal technical standards as set movements, equilibrium and functional use of certainties inherent in the clinical problems of forth herein. In adopting these standards, the senses of touch and vision. many patients. Compassion, integrity, concern the College must keep in mind the ultimate 4. Sensory: Since osteopathic candidates for others, interpersonal skills and interest safety of the patients its graduates will even- and students need enhanced ability in and motivation are all personal qualities that tually care for. The standards reflect reason- their sensory skills, it would be necessary to will be assessed during the admissions and able expectations of osteopathic medical thoroughly evaluate for candidacy individu- educational processes. students and physicians in performing com- als who are otherwise qualified but who have The College of Osteopathic Medicine will mon functions. significant tactile, sensory or proprioceptive attempt to develop creative ways of offering disabilities. This would include individuals the medical school curriculum to competi- Technical Standards with significant previous burns, sensory motor tive, qualified disabled individuals. In doing The holder of a D.O. degree must have the deficits, cicatrix formation and many malfor- so, however, the College must maintain the knowledge and skills to function in a broad va- mations of the upper extremities. integrity of its curriculum and preserve those riety of clinical situations and to render a wide 5. Strength and Mobility: Osteopathic elements deemed essential to the education spectrum of patient care. In order to carry out treatment often requires upright posture with of an osteopathic physician. the activities described below, candidates for sufficient lower extremity and body strength; the D.O. degree must be able to consistently, therefore, individuals with significant limita- quickly and accurately integrate all informa- tions in these areas would be unlikely to suc- Admission Requirements tion received, and must have the ability to ceed. Mobility to attend to emergency codes learn, integrate, analyze and synthesize data. and to perform such maneuvers as CPR is also A bachelor’s degree from an accredited A candidate for the D.O. degree must have required. institution is required. abilities and skills of eight varieties, including: 6. Visual Integration: Consistent with the Required courses must be completed observation; communication; motor; sensory; ability to assess asymmetry, range of motion before registration. The minimum grades strength and mobility; visual integration; intel- and tissue texture changes, it is necessary to recommended for application are a 3.0 lectual, conceptual, integrative and quantita- have adequate visual capabilities for proper cumulative GPA and a 3.0 science GPA on a tive; and behavioral and social. Technological evaluation and treatment integration. 4.0 scale, and at least a “C” in each of the six accommodations can be made for handicaps 7. Intellectual, Conceptual, Integrative prerequisite areas. in some of these areas, but a candidate must and Quantitative Abilities: Candidates and be able to perform in a reasonably indepen- students must be able to concentrate, analyze Required Courses...... Min. Semester Hours dent manner. and interpret data and make decisions within General Biology...... 8 hours, with lab 1. Observation: Candidates and students areas in which there is a reasonable amount General Chemistry...... 8 hours, with lab must have sufficient vision to be able to ob- of visual and auditory distraction. They must Organic Chemistry...... 4 hours, with lab serve demonstrations, experiments and labo- also perform these functions in a timely man-

16 Physics...... 8 hours, with lab will send you information for completing prior to earning a bachelor’s degree. The un- (or 4 hours physics with lab +3 hours of Statistics) our online Supplemental Application if you dergraduate institution must agree to award English: Comp/Literature/Speech...... 6 hours meet the minimum criteria established by a bachelor’s degree upon completion of the Biochemistry...... 3 hours our Admission Committee. There is a $50 first year of the D.O. curriculum. non-refundable application fee. If you do Qualifications, prerequisite course work NOTE: Meeting minimum requirements does not not meet the minimum criteria, we will send and additional information can be found at guarantee an interview or admission. you a letter of explanation. www.dmu.edu/com. • MCAT - In order to interview, we must have Recommended Courses: Cell Biology, your MCAT scores, which cannot be more Genetics, Anatomy (preferably human), Hu- than 3 years old. Scores not more than 2 Procedures for man Physiology, Microbiology/Immunology, years old are preferred. MCAT information Accepted Students Developmental Biology, Statistics, General can be obtained at www.aamc.org/students/ Psychology. mcat. Students accepted for admission to the • Supply one letter written by a non-related College must: Students must be able to successfully healthcare professional (physician, a nurse • Submit an official transcript from each col- achieve the instructional goals of the College or volunteer coordinator) describing your lege or university attended along with a and pass both written and practical examina- exposure to patients and your ability to $1,000 seat deposit in installment payments, tions in all areas, including physical diagnosis, perform in a medical setting. which is applied toward tuition. patient care, osteopathic manual medicine, • Supply two letters of recommendation writ- • Complete any required courses and a Basic Life Support (BLS) and Advanced Cardiac ten by science professors who have taught bachelor’s degree prior to matriculation. Life Support (ACLS). Refer to the technical you in their class. DMU will only accept • Have a physical examination and complete standards in this section. letters from hard science instructors (biol- an immunization report before registration. Residents of foreign countries wishing to ogy, chemistry, physics). Letters from social Students admitted shortly before classes apply for admission are advised to spend at science professors (psychology, sociology, begin will have four weeks to complete this least one year at an accredited college or uni- anthropology, etc.), although welcome, requirement. versity in the United States. During this time, will not count toward completing your file. • Complete a criminal background check students can become acclimated to the cul- OR supply one letter from a premedical or through Verified Credentials. Results must ture and academic practices of this country. prehealth committee. be released to DMU prior to matriculation. The cost of this process will be paid by the Permanent Residents All letters of recommendation should be applicant. Applicants who are legal permanent on the writer’s letterhead and sent directly • Have medical insurance coverage that residents of the U.S. are required to provide a from the writer. provides comprehensive major medical copy of their permanent resident card (“green All completed applications are reviewed. benefits. Students must present proof of card”) prior to admission. NOTE: Permanent A limited number of applicants are invited to coverage at registration. residency status “pending” is not eligible for the College for a personal interview. Offers • Register for classes on the designated date. admission. of acceptance are based on a combination of academic records, the interview and letters of Seat deposits are non-refundable. Tuition is Non-U.S. Citizens recommendation. refundable in accordance with the schedules Applicants who are not U.S. citizens or per- published in this catalog. Refer to the section manent residents should review the informa- Special Application Processes titled “Tuition and Financial Aid.” No other tion for international students on page 10. Qualified applicants may be eligible to refund schedule will apply. The University’s apply for early acceptance or early enrollment Board of Trustees reserves the right to change (3+4) options. Applications for both of these tuition and fees at any time. Application Process options are available on the website. There is All correspondence and inquiries should a non-refundable $50 application fee. be directed to: Des Moines University, COM Applications for the first year of study lead- The early acceptance option allows high Admission, 3200 Grand Ave., Des Moines, Iowa ing to the Doctor of Osteopathic Medicine academic-achieving students to apply, inter- 50312-4198. Telephone 1-800-240-2767, ext. degree are submitted through the Ameri- view, and be conditionally accepted to the 1499, or (515) 271-1499. E-mail: doadmit@ can Association of Colleges of Osteopathic College while still completing undergradu- dmu.edu. Medicine Application Service (AACOMAS), 550 ate studies. It is designed for undergraduate Friendship Blvd., Suite 310, Chevy Chase, MD sophomores and juniors who plan to earn a Transfer 20815-7231. Call (301) 968-4100 or visit www. bachelor’s degree prior to matriculation. Ap- Transfer into the Doctor of Osteopathic aacom.org for more information. plicants seeking early acceptance can apply Medicine Program will be considered if the The application must be completed online as early as January 1 of the sophomore year student meets the following criteria: at http://www.aacom.org. Designate DMU as of undergraduate studies but no later than • Enrolled in a COCA or LCME accredited an institution to receive your application. The March 1 of the junior year. medical school, College strongly advises early application. Early enrollment (3+4) is an option for • In good academic standing in the upper AACOMAS generally begins accepting ap- highly motivated, exceptional students who 50% of the class at the current medical plications in May. would like to begin medical school following school, • Upon receipt of your AACOMAS file, we their junior year of undergraduate studies but • Passed COMLEX I of NBOME (or USMLE I 17 if from an allopathic school) if requesting Biomedical Sciences will be available at the • Opportunities for international rotations transfer at the completion of the second conclusion of the first semester of D.O. course and global health service trips. year, work. Students interested in these options • Have a cogent reason for requesting a should contact Enrollment Management for The clinical phase (84 weeks) of the cur- transfer. additional information. riculum begins in August of the third year and continues until graduation. The third and Eligible candidates can apply for consider- Rural Medicine Education Program fourth years are spent in teaching hospitals, ation by submitting: Students with an interest in underserved clinics and community service agencies to • A formal letter of request stating reasons rural medicine may apply for tuition schol- learn the practice of medicine in a clinical for transfer, arships at the time of COM acceptance. In setting. These periods of instruction are called • A letter of support from the Dean of the addition, any students with an interest in clerkships or clinical rotations and are dis- current medical school, rural medicine may participate in a multi-year cussed under the heading “The Clinical Years.” • Official transcripts from the current medical course of elective studies to enrich their medi- school and all other institutions attended, cal education in preparation for a career in • Official MCAT, COMLEX and USMLE rural medicine. Curriculum Overview score reports. • An on-campus interview may be required. Pathways of Distinction Preclinical Phase At the end of the second year, students A review of transcripts will determine what may apply for admission into Pathways of Year I credit will be granted for prior course work Distinction in Research or Medical Education. Anatomy...... 6.5 credits as well as which DMU-COM courses will be If accepted into either of these Pathways, the Beh Med...... 2 credits required prior to graduation. All students ap- student and the associate dean of clinical Biochem/Molec Genetics...... 4 credits proved for transfer into the D.O. Program must affairs will work together to individualize the BLS...... 0 credits satisfy all of these requirements: student’s third- and fourth-year schedules to Cell & Tissue Biology...... 3 credits • Complete a criminal background check prior meet the certificate requirements. eCDLS (on-line)...... 0 credits to transfer, Ethics I...... 1 credit • Must be enrolled at DMU-COM for a mini- FPSCQ I (on-line)...... 1 credit mum of two years, Curriculum OVERVIEW Geriatrics...... 2.5 credits • Meet all DMU-COM Osteopathic Manual Hx of Med...... 1 credit Medicine (OMM) requirements prior to The four years of osteopathic medical MEDLINE/Internet...... 0 credits graduation, school preceding graduate medical educa- Micro/Immunology...... 6 credits • Meet all graduation requirements of the tion are divided into a preclinical and a clinical Neuroanatomy...... 2 credits class they transfer into as specified in the phase (“2 + 2” curriculum). The preclinical OMM I...... 4.5 credits Student Handbook, phase occupies the first two years, and the Pathology...... 3 credits • Must not have any felony convictions or had clinical phase occupies the third and fourth Physical Diagnosis...... 3.5 credits violations of professional or moral conduct. years. The first year of the curriculum is Physiology...... 6.5 credits focused on fundamental scientific principles Additional information regarding eligibil- that support the study of medicine. The sec- Year II ity, application process, and requirements can ond year builds on the science foundation and ACLS...... 0.5 credits be obtained by contacting the Enrollment offers an integrated organ system approach Basic Surgical Skills...... 1 credits Management office. that includes basic and clinical science. The BLS Recertification...... 0 credits curriculum uses a combination of lectures, Cardio System...... 3 credits Graduate Study case-based discussion, small group discussion Clin Reasoning/Sim/SPAL...... 2.5 credits Opportunities for graduate study may be and laboratory exercises. Other features of our Derm/Allergy...... 1 credits available to qualified students. For additional curriculum are: Endocrine System...... 3 credits information, contact the Dean’s Office. • Intensive OMM training in years one and ENT...... 1 credits two. ENT Lab...... 0 credits Dual Degree Program • A wide selection of medical electives offered Ethics II...... 1.5 credits Students who have been accepted to the in years one and two. Evidence Based Medicine...... 1 credits D.O. Program may be eligible for a dual enroll- • A large number of standardized patient FPSCQ II (on-line)...... 1 credits ment option leading to a Master of Health encounters that correlate with the systems GI System...... 3 credits Care Administration (M.H.A.) degree, a Master courses. Gyn Lab...... 0 credits of Public Health (M.P.H.) degree, a Master of • A longitudinal personal wellness profile. Hem/Onc...... 3 credits Science in Anatomy (M.S.A.) degree or a Mas- • Chronic care elective that allows students to ID/PH...... 2 credits ter of Science in Biomedical Sciences (M.B.S.) follow a chronically ill patient during their Intro Clin Clerkships...... 1 credits degree. Students interested in pursuing a dual time at DMU. Medical Pharmacology...... 5.5 credits degree may take Health Care Administration • A state-of-the-art human simulation lab that Neonatology Lab...... 0 credits or Public Health course work during the sum- provides intensive training in a variety of Neurology...... 2 credits mer trimester prior to the start of D.O. classes. clinical scenarios throughout the entire four- OB/Gyn...... 2.5 credits Applications for a dual degree in Anatomy or year curriculum. OMM II...... 4 credits 18 Ophth...... 1 credits region of the body demonstrates normal Life Support Foundation that consists of ap- Ophth Lab...... 0 credits form, common variations and pathological proximately four hours of interactive lecture. Prev Med / Nutrition...... 2 credits conditions. Normal function and clinical sig- Students are introduced to the D-I-S-A-S-T-E-R Psychiatry...... 2.5 credits nificance are stressed and reinforced through paradigm, which then introduces the student Renal System...... 3 credits presentations by medical personnel. Addition- to the many facets of disaster response and Respiratory System...... 3 credits al lectures integrate the early development mitigation. Rheum/Ortho...... 1.5 credits of body form and cellular organization with regional anatomy. Fundamentals of Patient Safety and Clini- Electives (Not all offered every year) cal Quality I: This online course is designed to Advanced Dissections in Anatomy Basic Life Support: All students are required provide medical students with an understand- Animal Assisted Therapy to achieve certification in Basic Life Support ing of the circumstances related to patient Complementary & Alternative Medicine during the first academic year and to re-certify safety within the health care setting. Topics Chronic Care prior to clinical rotations. covered include the basic vocabulary and con- Clinical Research Methods/Ethics cepts related to patient safety, the effect of Cranial Nerves – A Case-Based Approach Behavioral Medicine: Designed to introduce systems on patient care, strategies for organi- Cranial OMM the student to the psychological, social, be- zational change and team-building to achieve Diagnostic Strategies havioral and cultural basis of clinical medicine, health care safety and quality, the impact of Dissecting the Medical Drama Genre this course focuses on common patient prob- culture and teamwork on clinical outcomes, Education for Physicians on End of Life Care lems and the circumstances that evoke im- the root causes of clinical errors and how to Exploring the Human Condition portant behavioral/emotional responses. The learn from them, the basic vocabulary and Geriatrics Experience course serves as an introduction to managing concepts of clinical quality and risk, and mod- Human Development these problems and assists the student in els for assessing the improving quality. Images of Women in Popular Culture more effectively communicating with patients Interviewing Skills for Enhanced Patient Care and peers. Students are introduced to theories Geriatrics: This course will introduce the stu- Introductory Figure Drawing of human development throughout the indi- dent to the core concepts in gerontology and Medical Spanish, Beginning vidual and family life cycle, and key transitions geriatrics that will enable the future practitio- Medical Spanish, Intermediate that may create individual/family stress. Stu- ner in any of the specialties to better address Medicine & the Arts dents should develop increased insight into the unique health care needs of their older Mental Illness & the Cinema their own personal functioning and feelings. patient. Content areas include general prin- Nutritional Survival 101 (Healthy Cooking) Each student participates in the Standardized ciples of aging, preventive care of the older Pain & Pain Management Performance Assessment Laboratory (SPAL) adult, core principles of geriatric medicine, the Problem-Based Anatomy with the goal of practicing communication multi-disciplinary geriatric health care team Problem-Based Learning Biochemistry skills introduced in the course. and an overview of end-of-life issues. Reproductive Health Choices Rural Medicine Biochemistry and Molecular Genetics: An History of Medicine: Presented in a lecture Spiritual & Religious Issues in Patient Care introductory molecular description of biologi- format at the beginning of the first year, this cal structure and function. Normal metabo- course deals with the broad spectrum of * Satisfactory completion of Advanced Car- lism and gene expression are given the major medicine and healing. Course work intro- diac Life Support (ACLS) is required for all D.O. emphasis. Several common genetic diseases duces the history of medicine from its earliest students prior to beginning clinical rotations. and metabolic disorders serve to contrast nor- practices to the evolution of the osteopathic Completion of the course results in certifica- mal and perturbed human biochemistry, as medical profession during the 19th and 20th tion by the American Heart Association at the well as demonstrate the clinical implications centuries. The development of osteopathic provider level. of human biochemistry. medicine through the thought and practice of Andrew Taylor Still is emphasized. Clinical Phase Cell and Tissue Biology: A comprehensive study of human cell biology, basic tissues and Introduction to Medical Ethics: The course Year III organ systems (e.g., cardiovascular, gastro- is designed to serve as an introduction to rec- IHSP (online)...... 1 credits intestinal, integumentary and lymphoid). ognizing moral-ethical dilemmas in medicine Clinical comp examination Wherever possible, the study of histology is and appropriately addressing them. Students Clinical rotations translated to clinical relevance. The course explore basic ethical concepts, theories and consists of regularly scheduled lectures and principles, and the importance of moral- Year IV laboratory periods. In laboratories, students ity, virtues and values. Developing moral Clinical rotations study the light and electron microscopic reasoning skills is emphasized. Additionally, structure of cells, tissues and organs through the interaction between the law and ethics atlases, prepared slides, virtual microscope and maintaining professional behavior and Year I Courses and computer-assisted learning software. standards are introduced. Each student brings values and beliefs from his/her family, religion, Anatomy: The structure of the human body is Electronic Core Disaster Life Support: This culture, education and personal experience; presented in lecture, laboratory and computer online course is an introduction to disaster during the course, students evaluate and aug- learning models. Cadaveric dissection of each response developed by the National Disaster ment their beliefs.

19 Introduction to Medline and the Internet: transport mechanisms) to organ systems soning skills needed in clinical practice. The Students learn how to do literature searches (cardiovascular, nervous, respiratory, gas- course stresses assimilation and integration using accepted search engines and databases trointestinal, urinary-renal and endocrine). of information obtained during the history in the medical/health area. They also receive Emphasizes regulatory control interactions and physical examination, use of common basic instruction in the use of computer and needed for a holistic understanding of ho- statistical methods, establishment of differ- network facilities on campus. meostasis and pathophysiology of humans. ential diagnoses, appropriate laboratory and The course uses lectures, laboratories and ancillary tests, and clinical decision-making. Microbiology/Immunology: Basic principles clinical scenarios to teach the control mecha- Students are responsible for all information and clinical relevance of immune mechanisms nisms. Physiology is an intermediate step in taught up to the time of their simulation cases and fundamentals of host-pathogen interac- the progression of knowledge acquisition and SPAL experiences. The course approaches tions are presented. In addition, the course necessary for subsequent courses. Knowledge clinical reasoning through lectures, group offers an introduction to the various subdis- of anatomy and biochemistry is a prerequisite discussion, clinical case simulations and SPAL ciplines of microbiology, with emphasis on for understanding physiology and the applica- experiences. facts and principles pertinent to the broad tion to pathophysiology. requirements for understanding infectious Dermatology/Allergy: Provides a primary diseases. Bacterial, mycotic, parasitic and viral Pathology: Develops a basis for the biological care foundation for developing clinical un- pathogens are considered, with major empha- interpretation of disease processes by inte- derstanding and acumen in dermatology and sis on clinical presentation and pathogenic grating the changes in structure and function allergy. An overview of the contemporary mechanisms. Laboratory integration focuses associated with diseases and the relationship diagnosis and management of dermatologic on the common diagnostic modalities perti- of symptoms to lesions. diseases and allergy treatment necessary for nent to the various infectious agents. primary care is presented. The course provides a basic overview of the pathology and anato- Neuroanatomy: The structural and functional my of dermatologic diseases and allergies and organization of the central nervous system is Year II Courses will equip the student to be able to identify presented through lectures and laboratory/ common dermatologic and allergic reactions, computer demonstrations on parts of the Advanced Cardiac Life Support: A required conditions and treatments. brain and spinal cord. The course covers the course for all D.O. students. The course in- role of the brain and spinal cord in sensory cludes training in defibrillation/cardioversion, Endocrine System: Provides the student an perception and movement of the human airway management/intubation, I.V. tech- overview of the basic science, the diagnosis body, including organs and behavioral re- niques, ECG interpretation and cardiovascular and the management of common endocrine sponses. Wherever possible, case studies and pharmacology. Successful completion of the diseases. Clinical case presentations will illus- appropriate syndromes are also presented. ACLS course is a pre-requisite to beginning trate common endocrine disorders. clinical clerkships. Osteopathic Manual Medicine I: Through ENT: The objective of this course is to provide lecture and laboratory experience, provides Basic Surgical Skills: Under the direction of the student with a broad overview of the the student with a basic understanding of surgical residents and surgical nurses, second- conditions and diseases effecting the ears, the science, philosophy and art of osteo- year medical students learn basic aseptic nose, sinuses, mouth, larynx and neck. This pathic manual medicine. Students are taught technique, clinical and operative skills. Skills course will also introduce the student to the anatomical landmarks, palpation and range of emphasis includes suturing and knot tying, diagnostic evaluation and treatment of these motion for osteopathic diagnosis and manual foley catheter and nasogastric tube insertion, conditions. treatment as related to the hip, pelvis, lumbar peripheral vascular access, venous cut-down spine, thorax, cervical spine and temporoman- and catheterization, cricothyroidotomy, chest ENT Laboratory: The objective of this dibular joint. tube insertion, arterial puncture and central course is to provide the student with a broad line placement. Student application of new overview of the conditions and diseases af- Physical Diagnosis: A lecture/laboratory psychomotor skills is provided through hands- fecting the ears, nose, sinuses, mouth, larynx course introducing the student to interview- on procedure and computer simulation labs. and neck. This course will also introduce the ing, history-taking and physical examination student to the diagnostic evaluation and skills. Practical laboratory sessions include Cardiovascular System: This course is a treatment of these conditions. experiences in obtaining focused histories combination of didactic lectures and case pre- and performing physical examinations with sentations that provides a thorough exposure Evidence-Based Medicine: This course emphasis on proper use of diagnostic equip- to both the basic science and clinical aspects provides the student with an introduction to ment and techniques. The Standardized of cardiovascular disease. evidence-based methods to evaluate medical Performance Assessment Laboratory (SPAL) is literature. This course approaches evidence- utilized to provide opportunities for evaluat- Clinical Reasoning and Simulation: This is a based medicine by means of lectures and ing clinical skills in a realistic setting with clinically oriented course consisting of three literature review assignments. standardized patients. components: simulation laboratory experiences, clinical reasoning lectures and Standard- Fundamentals of Patient Safety and Clini- Physiology: An introduction to basic prin- ized Performance Asssessment Laboratory cal Quality II: This online course is designed ciples of physiology from the cellular level (SPAL) experiences. The course provides the to provide medical students with a practical (membrane potentials, receptor physiology, student with an introduction to essential rea- application of patient safety concepts and

20 principles within the health care setting. tice of patient-centered health care. particular emphasis on gynecology, obstetrics Topics covered include how to communicate and women’s health. with patients and families, the relationship Medical Ethics II and Legal Topics in Clinical between infection control and patient safety, Medicine: This course is designed to assist Ophthalmology: This course covers the fun- how adverse events associated with surgical students in understanding central issues damentals of the ocular examination for the and invasive procedures occur, and how to uti- of frequently encountered ethical-moral primary care physician. The student should lize safe practices within the workplace. problems and the interrelationship between be able to diagnose and manage, or refer, the medical ethics and the law. Cases that have most commonly seen ocular disorders includ- GI System: This course provides an in-depth shaped medical ethics, as well as the more ing acute visual loss, chronic visual loss, ocular study of gastrointestinal pathologies and subtle ethical issues arising in practice, are and orbital injuries, amblyopia and strabis- their prevention and management so that the discussed. Potential ethical-moral problems mus, red eye, neuro-ophthalmologic disorders student receives an appropriate foundation faced by students during clinical rotations and ocular manifestations of systemic disease. for correlation with clinical clerkships. This is also are explored. Emphasis is on the develop- achieved through the integration of the basic ment of case-based ethical-moral problem- Ophthalmology Laboratory: A practical and clinical sciences. solving skills. At the completion of the course, clinical experience covering visual acuity, students demonstrate their ability to apply funduscopy, eye patching, use of the slit lamp Gynecology Laboratory: Is a brief hands- ethical-moral decision-making in the context and tonometry. on experience relative to gynecologic pelvic of a simulated patient encounter (SPAL). examination. Plastic training models will Osteopathic Manual Medicine II: Through be available; however, the primary learning Medical Pharmacology: This course intro- lecture and laboratory experience, this course experience will be the performance of a pelvic duces the basic principles of medical pharma- provides the student with a basic understand- examination upon a live “patient.” cology and pharmacodynamics. The focus of ing of osteopathic diagnosis and manual treat- the course is on the detailed mechanisms of ment of the musculoskeletal-fascial system Hematology/Oncology: The Hematology drug actions and interactions as they relate as related to the knee, ankle, foot, cranium, and Oncology course is an introduction to to various clinical systems and pathologies. shoulder, elbow, wrist and hand. Clinical the important principles underlying normal Several important topics in pharmacology are integration of disorders in the musculoskel- and pathological conditions associated with emphasized including autonomic pharma- etal system are taught from an osteopathic blood and cancer. Both pediatric and adult cology, neuropharmacology, cardiovascular perspective. Students also receive super- malignancies will be presented. The Hematol- pharmacology, pharmacogenomics, medical vised, individualized in-office opportunity to ogy section will address normal and abnormal toxicology, herbal medicines and geriatric observe, diagnose and use manual treatment laboratory examinations, hemoglobin and pharmacology. The course uses lecture, small on patients according to the discretion of the metabolism, chronic and acute leukemias, group discussions, human patient simula- physician in charge. clotting disorders and immunohematology. tions and clinical scenarios to teach a holistic The Oncology section will address all the ma- understanding of the appropriate use of drugs Preventive Medicine/Nutrition: An introduc- jor cancers, their epidemiology and treatment. for therapeutic intervention. tion to the role of clinical preventive medicine Treatment will include principles of radiation in promoting health and preventing disease, oncology, surgery and chemotherapy. In addi- Neurology: Provides the student with a work- disability and premature death from a population, students will be presented with informa- ing knowledge of the neurological problems tion-based perspective. The course examines tion on dealing with terminal patients, includ- most commonly seen in general practice the role of screening, chemoprophylaxis and ing communication with adults and children and a familiarity with the temporal profile of behavior modification in achieving these and consideration of palliative care. a variety of neurologic diseases commonly goals. Emphasis is given to the role of the encountered by a primary care physician. successful physician in promoting healthy life- Infectious Disease/Public Health: Empha- Students will learn to recognize a patient with styles in the communities they serve. A major sizes the major infectious diseases in terms a neurologic disorder, localize a lesion within component of this course is an introduction of etiology, epidemiology, treatment, control the nervous system, generate a defensible to the principles of nutrition, especially as it and prevention. These diseases are discussed differential diagnosis, initiate an appropriate relates to the prevention of disease. Students by individuals in the fields of infectious diagnostic work-up and a rational manage- will be encouraged to review their own nutri- diseases and public health. The combination ment therapy. tional habits and the influence these may have of didactic and case-based instruction will on a physician’s role as patient counselor. provide exposure to the basic science and Neonatology Laboratory: Offers students clinic aspects of infectious diseases. a small group practical experience in three Psychiatry: This is a clinical case-based sessions. Time is spent on obtaining a history, course designed to introduce the student to Introduction to Clinical Clerkships: The performing a physical exam in the nursery at the field of psychiatry, with a focus on learning clinical clerkships are a time for accelerated a hospital, charting in the nursery, how to care basic psychiatric nomenclature, important learning and professional maturation in the for the well newborn, common variants on defense mechanisms, methods of assess- skills of becoming a physician. This course physical exam and common genetic syn- ment and diagnosis using the Diagnostic and serves as a bridge from pre-clinical study to drome findings. Statistical Manual of Mental Disorders – Fourth clinical clerkships. It will present the clinical Edition – Text Revision, psychotherapeutic and survival skills necessary for the art and prac- Obstetrics/Gynecology: A comprehensive pharmacological treatment modalities for introduction to human reproduction with common mental disorders, and psychiatric risk

21 assessment. The student also is introduced to Affairs. Clinical rotation guidelines are distrib- Through examinations and by assisting in the stigmatization of persons seeking mental uted prior to the beginning of the program. care, students demonstrate understanding of health services. The University’s professional liability insur- the natural courses of diseases and prognosis, ance is in effect and credit may be given only recognize opportunities for prevention and Renal System: Provides the student with a when students are in University-approved early diagnosis and understand the protocol foundation of basic and clinical aspects of the programs. for routine screening and preventive prac- renal system through lectures and case pre- Required rotations are completed at Uni- tices. Learning progression is enhanced by sentations. An overview of current diagnosis versity-affiliated teaching hospitals and clinics the requirement of family practice rotations in and management of renal diseases will be under the supervision of licensed physicians. both the third and fourth year. presented. Elective rotations may be with either an individual physician or a hospital. All rotations General Pediatrics: Through this required Respiratory System: This course provides the must be approved by the Associate Deans for rotation students gain understanding of the student with an overview of the basic science Clinical Affairs. All students must pass Part I importance of health maintenance, preven- and clinical aspects of the normal and patho- of COMLEX–National Board of Osteopathic tion of disease, anticipatory guidance and physiological functions of the respiratory sys- Medical Examiners before starting clinical the roles of other professionals, both medical tem that will enable the student to recognize, rotations. and non-medical, in the health care of understand, diagnose and treat the common children. Students gain knowledge of the clinical respiratory system conditions/diseases Introduction to Health Systems & Policy: course of normal growth and development and to promote preventive interventions This online course is designed to provide by participating in the care of newborns, relevant to those common conditions medical students with an overview of the U.S. children and adolescents. Students learn to health care system, to include content related perform common procedures and exami- Rheumatology/Orthopedics: An introduc- to: reimbursement for health services, the nations, and measure for growth charts as tion to the normal structure and function, organization of the health care delivery sys- well as demonstrate knowledge of current as well as disorders of the musculoskeletal tem, access to health services, public health immunization practices, common behavioral system. Fractures, dislocations and the other issues, managed care and quality, the impact disorders and common accidents and poisons common disorders of bones and joints are and importance of evidence-based medicine, encountered by children. presented by clinical orthopedic surgeons. the professionals that support physicians in In the rheumatology portion of the course, practice, supply and demand issues related Obstetrics/Gynecology: The required rheumatologists present the basic factors in- to physicians, specialty (physician) distribu- obstetrics/gynecology rotation provides volved in connective tissue disorders. Current tion, population-based medicine, community opportunity for students to develop familiar- methods of diagnosis and treatment, as well health assessment and the physician’s role ity with various obstetrical and gynecologi- as an understanding of basic immunological and more. Formal and informal, financial and cal procedures in the care of pregnant and principles, are emphasized. political relationships between and among non-pregnant women. Students observe and system sectors will be considered. Regional develop the skills needed to manage both patterns of care, trends, problems and poten- normal and abnormal gynecological examina- tial solutions will be discussed/included. tions, normal and high-risk pregnancy and NOTE: The College of Osteopathic Medicine normal and abnormal labor and management. offers a medical education program embracing the most current and complete information Clinical Phase Internal Medicine: Upon completing the and teaching techniques. The College reserves General Surgery: The required general required internal medicine rotation, students the right to adapt the curriculum in response surgery rotation provides students with intro- should be able to elicit a medical history, per- to faculty initiatives, developments in the state ductory experience in care and management form a physical examination, obtain appro- of the teaching arts, research findings and of surgical patients. Students demonstrate priate laboratory studies, assess the results, recommendations from the Board of Trustees principles of clean and sterile technique, develop a diagnosis, formulate a management and the Committee on Colleges of the American knowledge and usage of common surgi- plan and assist in implementing appropriate Osteopathic Association. cal instruments and understanding of basic therapy for common problems in general in- pre- and postoperative care. Students also ternal medicine. Students should also develop gain practical experience performing and fundamental psychomotor skills by perform- recording adequate and appropriate history ing routine procedures in a supervised clinical Years III & IV– Clinical Years and physical examinations, simple surgical setting. procedures, nutritional assessments and fluid Clinical years for the College of Osteo- and electrolyte assessment. General Psychiatry/Behavioral Medicine: pathic Medicine begin in the fall of the third The required rotation in general psychiatry is academic year and continue until graduation. Family Medicine: Continuity of care and the structured to develop students’ skills in inter- A minimum of 84 weeks of clinical rotations is implication and responsibilities of primary viewing, diagnosis and clinical judgment as required for graduation. care are emphasized. Students acquire an un- well as acquire factual knowledge in psychia- Planning for clinical rotations begin during derstanding of the interrelationship of health try, all of which will aid the student’s ability to year II. The location and sequence of rota- and family relationships, disease and social work with a variety of medical patients. Stu- tions are determined by the Office for Clinical patterns from birth to death and clinical pre- dents may work in a variety of settings (e.g., Affairs and the Associate Deans for Clinical sentation of common diseases and disorders. inpatient, outpatient, emergency) and may

22 assist in implementing appropriate therapy Academic Standards needed to pass while scores below 70 percent for patients identified as having psychiatric/ and Guidelines result in a failing grade. In courses using letter behavioral medicine problems as well as pa- grades, (P) designates pass and (F) denotes tients with other medical problems in which The College of Osteopathic Medicine fail. In core third-year clinical rotations, Hon- there is an emotional element involved. believes that clear academic expectations and ors Pass is available based on criteria estab- carefully monitored performance will result in lished by the Clinical Chairs Committee. A Global Health: Des Moines University’s the graduation of the highest quality osteo- student who does not complete the required Global Health Program gives students, pathic physicians. Therefore, the College of work may receive an I for incomplete while faculty, alumni and others an opportunity to Osteopathic Medicine provides the means to the work is being completed. Incomplete is gain real-world experience in international carefully monitor the growth of each student not a final grade. medicine. The program offers experiences and to promptly assist if any academic or and electives beyond our country’s borders. personal difficulties arise. The primary tools Financial Aid Eligibility It provides breadth of cultural, social, political for academic monitoring and advising are the Students must show satisfactory academic and clinical experiences that are not avail- Student Promotion and Evaluation Commit- progress to remain eligible for financial aid. able within the United States. Global Health tee, the Offices of Academic, Student and For specific eligibility requirements, refer to experiences vary based on what students are Clinical Affairs and the faculty advisors. the section of this catalog titled “Tuition and interested in. Opportunities range from short Financial Aid.” medical service trips to extended length inter- Registration national clerkships. International experiences Notification of availability and location of Academic Regulations are supported through electives and other registration forms will be made via the stu- The Student Promotion and Evaluation on-campus programs. Selective students have dent portal. (For more detailed information Committee may recommend appropriate opportunities to do internships at the World regarding University registration policies and action be taken if a student continues to do Health Organization. Des Moines University procedures, refer to the Student Handbook.) unsatisfactory work. The final decision rests also hosts several student clubs that focus on with the Dean of the College. In accordance global health issues. Religious Holidays with the student evaluation mechanism, The administration and faculty are sensitive appropriate action may require that a student Comprehensive Examination Week: Stu- to the diverse religious affiliations of students. (1) repeat specific courses, an entire year or dents return to campus at the end of the third If an examination or other University activity is part of a year (Directed Studies); (2) be sus- year to review skills and prepare for COMLEX scheduled on the same day as a religious holi- pended pending further investigation; or (3) Level 2. The examination week consists of day, the student should contact the appropri- be dismissed from the College. Remediation a computer-based standardized board-like ate faculty member to request other arrange- of failed courses/systems by examination is of- exam, standardized patient encounters, a ments to complete the scheduled activity. fered during the summer vacation period. Any simulated patient encounter, and osteopathic course, system or rotation may be repeated manual medicine practical patient encoun- Student Promotion and only once. Students must successfully com- ter, an osteopathic manual medicine written Evaluation Committee plete COMLEX II CE and PE prior to graduation. exam, and a review of the Electronic Resident This committee oversees the academic Application Service (ERAS) and the residency progress and personal development of each Directed Studies match process. student during the four years of training The Directed Studies Program allows required for graduation. The Committee students experiencing academic difficulties in comprises three clinical and four basic sci- their first year the opportunity to reduce their Clinical Years – ence faculty members. The Committee views course load. This action provides more time Location of Clerkships and Rotations both scholastic achievement and character for study and academic counseling, and the Clinical years consist of hospital based and development, including such considerations opportunity to develop improved study skills. ambulatory clinical rotations and elective as emotional stability, integrity, general The goal is to minimize additional course rotations in primary care and medical special- conduct, reliability, judgment, professional failures. Students on the Directed Studies Pro- ties. Students are expected to spend their promise and rapport with patients. When the gram will require more time (e.g., five years) third year clinical rotations at core clinical Committee is satisfied that students have met to complete requirements for the D.O. degree. sites in the Midwest. Fourth year rotations are all requirements, it recommends to the faculty Students seeking more information about the available throughout the country to facilitate that students be promoted or graduated. program should contact the Office of the the students exposure to residency opportu- The Committee also attempts to help the Associate Dean for Academic Affairs. nities. Thus, students should be prepared to student with any non-academic difficulties, travel to other sites for their clinical education. such as emotional problems, family adjust- Withdrawal Students who are married, have dependents ments or legal or financial problems. Rec- Application for voluntary withdrawal from or are single parents should understand that ommendations for assisting students with the College must be submitted in writing to the University does not promise or guarantee personal problems are submitted to the Dean. the Dean. An exit interview with the Dean is clerkships or rotations in Des Moines. The Uni- required before withdrawal or transfer. versity will try to accommodate special needs, Grading System The Dean, Associate Dean for Academic but students must be prepared to relocate. Students receive a numerical or letter Affairs or Associate Dean for Clinical Affairs grade for each course, system or clinical may place a student on leave of absence or rotation. A grade of 70 percent or higher is grant a request for leave of absence because 23 of health problems, tragedy in the immedi- Internships and Residencies ate family, unexpected financial setback or Postdoctoral training in an American reasons agreed upon by one of the deans in Osteopathic Association (AOA) or Accredita- consultation with the Student Promotion and tion Council for Graduate Medical Education Evaluation Committee. (ACGME) approved program is part of the Master of Science in continuum of osteopathic medical education. Anatomy Program Graduation Sixty percent of our students enter primary The University awards the professional care residency programs (Family Medicine, he Master of Science (M.S.A.) degree of Doctor of Osteopathic Medicine Internal Medicine & Pediatrics) while the in Anatomy program provides (D.O.) upon recommendation of the faculty. remainder enter specialties such as Ob/Gyn, advanced training in anatomy and The Student Promotion and Evaluation Com- Anesthesiology, Emergency Medicine & Surgi- T is designed to prepare students for a mittee reports annually to the faculty the cal specialties. professional career in academic teach- names of students who have met require- ing. Educators and scientists who wish ments for the doctoral degree. To graduate, a Scholarships to further enhance their careers as student must: A limited number of renewable scholarship teachers of the anatomical disciplines 1. Have attained the age of 21 years. awards are made to highly qualified incoming will also benefit from this program. 2. Have successfully completed all D.O. students. These scholarships range from The program leading to the M.S.A. prescribed courses, systems, rotations one-quarter tuition to full tuition awards. The degree is designed to be completed in and examinations. COM Scholarship Committee evaluates the two years, but can take up to five years 3. Be in attendance at the College of Osteo- admission applications of accepted students to be completed on a part-time basis. pathic Medicine for at least two years. for recipients of these awards. No formal The curriculum includes first-year medi- 4. Be of good moral character and scholarship application is required for these cal school classes, courses specifically emotionally stable. renewable awards. designed for the anatomy master’s de- 5. Show professional promise in the In addition, each spring enrolled students gree program and an extensive require- judgment of the faculty and receive the can apply for one-year scholarship awards in ment to teach anatomy by assisting the faculty’s recommendation for graduation. a variety of categories, including academic anatomy faculty in this noble craft. 6. Satisfactorily discharge all financial excellence, excellence in service, clinical Students currently enrolled in the obligations to the University. excellence (during clerkships), research and Doctor or Osteopathic Medicine (D.O.) 7. Complete all graduation requirements, scholarly activity. program or Doctor of Podiatric Medicine including the graduation clearance process. For a complete listing of scholarships for (D.P.M.) program can also apply to the 8. Pass Level 1 and Level 2 (Cognitive Evalu- which COM students may apply, refer to the Anatomy program. The curriculum for ation and Performance Evaluation) of section of this catalog titled “Tuition and dual degree students (D.O./M.S.A. or the Comprehensive Osteopathic Medical Financial Aid.” D.P.M./M.S.A.) is designed to be com- Licensing Exam (COMLEX) of the National pleted during the first two years of their Board of Osteopathic Medical Examiners. medical program. The emphasis for dual 9. Attend graduation ceremonies at which degree students is on expanding each time the degree is conferred. Students student’s anatomic knowledge to bet- graduating at midterm may be granted an ter prepare him or her to enter medical exception to this requirement. specialties underpinned by anatomical knowledge. Licensure Osteopathic physicians are required to be Mission licensed by the states in which they practice. To equip students for professional Each state has its own individual requirements careers in teaching anatomy and expand for granting licensure. Generally, a license can the fund of anatomic knowledge to dual be obtained by successful completion of all degree students who plan to enter medi- three parts of the COMLEX administered by cal specialties underpinned by anatomi- the National Board of Osteopathic Medical Ex- cal knowledge. aminers, or by reciprocity from another state. The Comprehensive Osteopathic Medical Vision Statement Licensing Exam (COMLEX) given by the Na- The Anatomy Program aims to develop tional Board of Osteopathic Medical Examin- educators and clinicians capable of ers is divided into three parts. Parts 1 and 2 advancing the discipline of anatomy are taken during the medical school years. through teaching and clinical practice. Part 3 consists of a written examination that is usually taken during the first postgraduate year. The College requires that students pass Admission Policies Part 1 of the COMLEX before entering clinical rotations and pass Part 2 CE and PE before The admission policies of the College of graduation.

24 Osteopathic Medicine’s Anatomy Graduate der, national origin, ancestry, sexual orienta- attempts to develop creative ways of offering Program ensure selection of students with tion, age, disability, marital status, citizenship the graduate school curriculum to competi- appropriate preparation to meet the rigors or any other characteristic protected by law. tive, qualified disabled individuals. In doing of the challenging curriculum in graduate Regarding disabled individuals, the College so, however, the College must maintain the education. These policies define acceptable will not discriminate against such individuals integrity of its curriculum and preserve those undergraduate education and designate who are otherwise qualified, but will expect elements deemed essential for graduate admission procedures. All admission require- applicants and students to meet certain mini- education. ments must be completed prior to matricula- mal technical standards as set forth herein. tion. Prospective students should carefully The standards reflect reasonable expectations note specified deadlines. of graduate students in performing common Admission Requirements The application process culminates with a functions. personal interview at Des Moines University. To be considered for admission, you must Because of limited openings, the Anatomy Technical Standards have a B.A. or B.S. or complete the require- Graduate Admission Committee invites The holder of a M.S. degree must have ments for a degree before matriculation. only those candidates considered to have the knowledge and skills to function in a The degree should be in the biological or the greatest professional promise. The broad variety of situations. In order to carry physical sciences; however, applicants with Committee bases decisions on academic out the activities described below, candidates non-science degrees will be considered if they achievement, activities, personality, character, for the M.S. degree must be able to consis- have a strong science background. motivation and promise shown by candidates. tently, quickly and accurately integrate all Advanced standing based on prior course information received, and must have the abil- Prerequisites work is not given. ity to learn, integrate, analyze and synthesize The courses below are required for data. Technological accommodations can be admission; you may apply while course work Misrepresentation made for handicaps in some of these areas, is in progress. Misrepresentation in, or omission from, but a candidate must be able to perform in a admission credentials, particularly information reasonably independent manner. General Biology...... 8 hours, with lab concerning previous felony or misdemeanor 1. Observation: Candidates and students General Chemistry...... 8 hours, with lab convictions, will constitute improper behavior must have sufficient vision to be able to Organic Chemistry...... 4 hours, with lab under the Student Evaluation Mechanism pro- observe demonstrations, experiments and Physics...... 8 hours, with lab visions of the College of Osteopathic Medicine laboratory exercises in the basic sciences. (or 4 hours physics with lab +3 hours of statistics) Anatomy Student Handbook. 2. Communication: Candidates and students English: Comp/Literature/Speech...... 6 hours should be able to speak, hear and observe Biochemistry...... 3 hours Multiple Applications in classroom and laboratory settings. They Concerning students applying to the must also be able to communicate effec- Entrance Exams University for the first time: First-time tively and efficiently in oral and written Applicants must supply results of either entering students may apply to only one form with classmates and faculty. the Medical College Admission Test (MCAT), clinical program at a time. Multiple college or 3. Motor: Candidates and students should Graduate Record Examination (GRE), or Dental program applications will not be accepted or have sufficient motor function to execute Admissions Test (DAT) with their application. processed. *Dual degree (D.O./M.H.A., D.O./ movements reasonably required in a class- M.P.H., D.O./M.S.) is the only exception. room or laboratory setting. Academic Requirements Concerning currently enrolled students: 4. Intellectual, Conceptual, Integrative A science GPA and cumulative GPA of 3.0 Enrolled students in the final year of their re- and Quantitative Abilities: Candidates or higher are recommended to be considered spective programs who anticipate completion and students must be able to concentrate, for admission to the College of Osteopathic of a DMU degree may apply for admission to analyze and interpret data and make Medicine Anatomy Graduate Program. another University program. If accepted, stu- decisions within areas in which there is a dents are expected to complete the full cur- reasonable amount of visual and auditory TOEFL riculum in which they are currently enrolled. distraction. They must also perform these In addition to admission requirements, Students enrolled in another DMU program functions in a timely manner. applicants who are not native speakers of may not transfer into the D.O. program. In or- 5. Behavioral and Social Attributes: English must satisfy an adequate command der to be considered for admission to the D.O. Candidates and students must possess of the English language. Test of English as a program, students must first withdraw from the emotional health required for full Foreign Language (TOEFL) scores or other the other DMU program. utilization of their intellectual abilities, evidence of English proficiency are required. the exercise of good judgment, the prompt A minimum TOEFL score of 550 points on the Minimal Technical Standards for completion of all responsibilities. Candi- written exam, 213 on the computerized exam Admission and Matriculation dates and students must be able to tolerate or 69 on the internet-based exam is required. The College of Osteopathic Medicine’s physically taxing workloads, adapt to Individual graduate programs may require Anatomy Graduate Program is pledged to the changing environments, display flexibility scores higher than the minimums stated. For admission and matriculation of all qualified and learn to function in the face of uncer- more information about the TOEFL, visit www. students and acknowledges awareness of tainties inherent in graduate research. ets.org/toefl. The TOEFL requirement is waived laws that prohibit discrimination against any- for applicants who received a degree from an one on the basis of race, color, religion, gen- The College of Osteopathic Medicine institution where instruction was conducted

25 in English. A limited number of applicants are invited to applied toward the 40.5 hours required for the the College for a personal interview. Offers Master of Science degree. Letters of Recommendation of acceptance are based on a combination of Dual degree students may transfer in all All applicants will supply three letters of academic records, the interview and personal required and elective classes for the program recommendation from science professors recommendations. as long as they were taken at DMU; however, who can evaluate the applicant’s abilities and they must have an average of 85% in anatomy probability of success in the program. Procedures for Accepted Students course work (i.e., gross anatomy, cell and Students accepted for admission to the tissue biology, neuroanatomy and human de- Dual Degree Students College must: velopment) and an average of 80% in all other Dual degree students can not apply to this 1. Complete any required courses and/or a courses that are transferred. program prior to January 2 of their first year. bachelor’s degree prior to matriculation. 2. Have a physical examination and complete Permanent Residents an immunization report before registration. Curriculum Applicants who are legal permanent Students admitted shortly before classes residents of the U.S. are required to provide begin will have four weeks to complete this The Master of Science in Anatomy is a a copy of their permanent resident card requirement. A complete listing of required 40.5 credit hour program of study. The stu- (“green card”) prior to admission. NOTE: immunizations is sent to students before dent must successfully complete 34.5 credit Permanent residency status “pending” is orientation. hours of required course work and six hours of not eligible for admission. 3. Complete a criminal background check elective course work. The course work for the through Verified Credentials. Results must degree is: Non-U.S. Citizens be released to DMU prior to matriculation. Applicants who are not U.S. citizens or per- The cost of this process will be paid by the Required Course Work 34.5 credit hours manent residents should review the informa- applicant. Gross Anatomy...... 7 credit hours tion for international students on page 10. 4. Have medical insurance coverage that Physiology...... 7 credit hours provides comprehensive major medical Biochemistry and Other benefits. Students must present proof of Molecular Genetics...... 5 credit hours Accepted students will be required to coverage at registration. Information is sent Cell and Tissue Biology...... 3.5 credit hours complete a criminal background check prior to students before orientation. Neuroanatomy...... 2 credit hours to matriculation. 5. Register for classes on the designated date. Human Development...... 2 credit hours Teaching Anatomy ...... 4 credit hours Application fees are non-refundable. Seminars in Anatomy...... 2 credit hours Application Process Tuition is refundable in accordance with the Advanced Dissections schedules published in this catalog. Refer to in Anatomy...... 2 credit hours An application can be found at www.dmu.edu. the section titled “Tuition and Financial Aid.” No other refund schedule will apply. The Electives 6 credit hours Prior to receiving an invitation to interview, University’s Board of Trustees reserves the Microbiology/Immunology...... 6 credit hours an application must be completed and con- right to change tuition and fees at any time. General Pathology ...... 3 credit hours tain all of the following: All correspondence, applications and Basic Surgical Skills ...... 1 credit hour 1. A completed online Admission Application. inquiries should be directed to: Research...... 2-6 credit hours 2. A $50 non-refundable application fee. M.S.A. Admission Cell Biology...... 3 credit hours 3. Examination scores (either DAT, MCAT Des Moines University Cranial Nerves...... 1 credit hour or GRE). 3200 Grand Ave. Introduction to 4. An official transcript from each college or Des Moines, Iowa 50312-4198. Clinical Imaging...... 2 credit hours university attended. Telephone 1-800-240-2767, ext. 1499, 5. Three letters written by science professors or (515) 271-1499 Comprehensive Examination who can evaluate the applicant’s abilities E-mail: [email protected]. in Anatomy and probability of success in the program. Successful completion of the comprehen- Letters from social science professors, Transfer of Credit sive examination in anatomy is also required although welcome, (psychology, sociology, A student may request transfer credit for of M.S. anatomy students. The comprehensive anthropology, etc.) will not count toward previous graduate work completed at other examination consists of a written examination completing your file. regionally accredited (or equivalent) edu- covering the four anatomy disciplines: gross 6. All letters of recommendation should be cational institutions. The request should be anatomy, cell and tissue biology, neuroanato- on the writer’s letterhead and sent directly submitted in writing to the director of the my and human development. from the writer to: Anatomy Program who will forward it to the M.S.A. Admission anatomy faculty. Approved graduate work Tentative Distribution of Credit Hours Des Moines University will be entered on the student’s permanent 3200 Grand Avenue record by the registrar’s office. No more than Year 1 Fall/Spring/Summer Semesters Des Moines, Iowa 50312 10 hours of approved graduate work will be Gross Anatomy...... 7 credit hours Cell and Tissue Biology...... 3.5 credit hours All completed applications are reviewed. Biochemistry &

26 Molecular Genetics...... 5 credit hours (2 credit hours) Seminar in Anatomy: Review, discussion, and Introduction to Physiology...... 7 credit hours presentation of topics related to anatomy re- Neuroanatomy...... 2 credit hours Biochemistry and Molecular Genetics: An search and teaching. (1 credit hour) Prerequi- Electives...... 0-6 hours introductory molecular description of biologi- site: Gross Anatomy, Neuroanatomy, Cell and cal structure and function. Normal metabo- Tissue Biology and Human Development Year 2 Fall/Spring/Summer Semesters lism and gene expression are given the major Teaching in Anatomy...... 4 credit hours emphasis. Several common genetic diseases Human Development: An introduction to Seminar in Anatomy (fall)...... 1 credit hour and metabolic disorders serve to contrast nor- the basic principles and concepts of human Electives...... 0-5 credit hours mal and perturbed human biochemistry, as development from zygote to birth. Wherever Human Development...... 2 credit hours well as demonstrate the clinical implications possible, developmental processes will be Seminar in Anatomy (spring)...... 1 credit hour of human biochemistry. (5 credit hours) translated to clinical relevance. (2 credit hours) Advanced Dissections in Anatomy...... 2 credit hours Microbiology/Immunology: An introduction Teaching in Anatomy: This course will allow Electives...... 0-6 credit hours to the various subdisciplines of microbiol- students to participate in laboratory and/or ogy, with emphasis on facts and principles lecture instruction in one or more of the Comprehensive Examination pertinent to the broad requirements for courses offered by the anatomy department. Total Credits to Graduate...... 40.5 credit hours understanding infectious diseases. Bacterial, (4 credit hours) Prerequisites: Gross Anatomy, mycotic, parasitic and viral pathogens are con- Neuroanatomy, Cell and Tissue Biology and sidered, with major emphasis on host-patho- Human Development Summary of Courses gen interactions and pathogenic mechanisms. Basic principles and clinical relevance of Advanced Dissections in Anatomy: Gross Anatomy: The structure of the human immune mechanisms are presented. Labo- The course will allow students to dissect body is presented in lecture, laboratory, and ratory integration focuses on the common areas of the human cadaver to further their computer learning models. Cadaveric dis- diagnostic modalities pertinent to the various knowledge of anatomical structure. Students, section of each region of the body demon- infectious agents. (6 credit hours) Prerequisite: under supervision by the faculty, will prepare strates normal form, common variations and Biochemistry prosections of specific areas of the human pathological conditions. Normal function cadaver and prepare a computer tutorial with and clinical significance are stressed and General Pathology: Develops a basis for the self assessment. These tutorials will be placed reinforced through presentations by medical biological interpretation of disease processes on the student intranet and departmental personnel. Additional lectures integrate the by integrating the changes in structure and webpage. (2 credit hours) Prerequisite: early development of body form and cellular function associated with diseases and the Gross Anatomy organization with regional anatomy. relationship of symptoms to lesions. (3 credit (7 credit hours) hours) Prerequisites: Biochemistry and Cell Research: Research under the supervision of and Tissue Biology a graduate faculty member. (2-6 credit hours) Cell and Tissue Biology: A comprehensive Instructor consent required. study of human cell biology, basic tissues and Physiology: An introduction to basic prin- organ systems (e.g., cardiovascular, gastro- ciples of physiology from the cellular level Basic Surgical Skills: Under the direction intestinal, integumentary and lymphoid). (membrane potentials, receptor physiology, of surgical residents and surgical nurses, Wherever possible, the study of histology is transport mechanisms) to organ systems (car- students learn basic aseptic techniques and to translated to clinical relevance. The course diovascular, nervous, respiratory, gastrointes- apply anatomy vis-à-vis clinical and operative consists of regularly scheduled lectures and tinal, urinary-renal and endocrine). Emphasiz- skills. Skills emphasis includes suturing and laboratory periods. In laboratories, students es regulatory control interactions needed for knot tying, foley catheter and nasogastric study the light and electron microscopic a holistic understanding of homeostasis and tube insertion, peripheral venous access, structure of cells, tissues and organs through pathophysiology of humans. The course uses venous cut-down and catheterization, crico- atlases, prepared slides, virtual microscope lectures, laboratories and clinical scenarios thyroidotomy, chest tube insertion, pericar- and computer-assisted learning software. to teach the control mechanisms. Physiology diocentesis, arterial puncture, and central line (3.5 credit hours) is an intermediate step in the progression of placement. Student application of new psy- knowledge acquisition necessary for subse- chomotor skills is provided through hands-on Neuroanatomy: The structural and functional quent courses. (7 credit hours) Prerequisite: procedure and simulation labs. (1 credit hour) organization of the central nervous system Biochemistry Prerequisite: Gross Anatomy is presented through lectures and laboratory/computer demonstrations on parts of the Cell Biology: This is an advanced course Cranial Nerves: This course is designed to brain and spinal cord. The course covers the in cell biology designed to familiarize the provide an understanding, through clinical role of the brain and spinal cord in sensory students with modern concepts of cell and case discussions, of the structure and function perception and movement of the human molecular biology. Topics to be covered will of the cranial nerves and the main neuro- body, including organs and behavioral re- include transcription, translation, intracel- logical deficits resulting from cranial nerve sponses. Wherever possible, case studies and lular trafficking, cell-cell signaling, membrane lesions. It is assumed that the student taking appropriate syndromes are also presented. transport, and structure and function of DNA. this course will have a reasonable working (3 credit hours) Prerequisite: Biochemistry knowledge of the structure and function of the cranial nerves. (1 credit hour) Prerequisite:

27 Neuroanatomy faculty and transmit them to the Student The University awards the degree of Master Promotion and Evaluation Committee. of Science in Anatomy (M.S.) upon recommen- Introduction to Clinical Imaging: A general Student Promotion and Evaluation dation of the faculty. The Student Promotion introduction to and review of the principles Committee – This committee makes the and Evaluation Committee reports annually and clinical examples of modern medical im- final recommendations for graduation and to the faculty the names of students that have aging with emphasis on radiological anatomy. enforces the handbook. The Committee met requirements for the master’s degree. The imaging modalities of plain film, X-ray comprises three clinical and four basic science To graduate, a student must: computed tomography (CT) and magnetic faculty members. 1. Have successfully completed all resonance imaging (MRI) are emphasized as prescribed courses. they relate to normal and abnormal anatomy. Grading System 2. Have successfully completed the (2 credit hours) Prerequisites: Gross Anatomy Students receive a numerical or letter Comprehensive Examination. and Neuroanatomy grade for each course. A grade of 70 percent 3. Be in attendance at the College of Osteo- or higher is needed to pass while scores pathic Medicine for the last 30 credits. below 70 percent result in a failing grade. In 4. Be of good moral character and courses using letter grades, (P) designates emotionally stable. Academic Standards pass and (F) denotes fail. A student who does 5. Show professional promise in the and Guidelines not complete the required work may receive judgment of the faculty and receive the an “I” for incomplete while the work is being faculty’s recommendation for graduation. The College of Osteopathic Medicine’s completed. Incomplete is not a final grade. 6. Satisfactorily discharge all financial Anatomy Graduate Program believes that Students must maintain a cumulative obligations to the University. clear academic expectations and carefully percentage average of 85% or greater in the 7. Complete all graduation requirements, monitored performance will result in the following anatomy courses: gross anatomy, including the graduation clearance process. graduation of the highest quality graduate cell and tissue biology, neuroanatomy and students. Therefore, the College provides human development. Students must also the means to carefully monitor the growth maintain a cumulative percentage average of each student and to promptly assist if any of 80% or greater within the entire Master of academic or personal difficulties arise. The Science curriculum and successfully complete primary tools for academic monitoring and the Comprehensive Examination in Anatomy. advising are the anatomy faculty, the Student Promotion and Evaluation Committee, the Financial Aid Eligibility offices of academic, student and clinical affairs Students must show satisfactory academic and faculty advisers. progress to remain eligible for financial aid. For specific eligibility requirements, refer to Registration the section of this catalog titled “Tuition and Notification of availability and location Financial Aid.” of registration forms will be made via the student portal. (For more detailed information Academic Regulations regarding University registration policies and The Student Promotion and Evaluation procedures, refer to the Student Handbook.) Committee may recommend appropriate action be taken if a student continues to do Religious Holidays unsatisfactory work. The final decision rests The administration and faculty are sensitive with the dean of the College. to the diverse religious affiliations of students. Remediation of failed courses/systems by If an examination or other University activity examination is offered during the summer pe- is scheduled on the same day as a religious riod. Any course may be repeated only once. holiday, the student should contact the appropriate faculty member ahead of time to Withdrawal request other arrangements to complete the Application for voluntary withdrawal from scheduled activity. the Program must be submitted in writing to the director. An exit interview with the direc- Evaluation of Student tor is requested before withdrawal or transfer. Academic Progress The director may place a student on leave Anatomy Graduate Faculty – The anatomy of absence or grant a request for leave of graduate faculty oversee the academic absence because of health problems, tragedy progress and personal development of each in the immediate family, unexpected financial student during the years of training required setback or reasons agreed upon by one of for graduation. the deans in consultation with the Student Biomedical Sciences Coordinating Promotion and Evaluation Committee. Committee – This committee will review graduation recommendations from the Anatomy Graduation

28 The admission policies of the College of against anyone on the basis of race, color, Osteopathic Medicine’s Biomedical Sciences religion, gender, national origin, ancestry, Program ensure selection of students with sexual orientation, age, disability, marital appropriate preparation to meet the rigors of status, citizenship or any other characteristic Master of Science in the challenging curriculum in graduate educa- protected by law. Regarding disabled individ- Biomedical Sciences tion. These policies define acceptable under- uals, the College will not discriminate against graduate education and designate admission such individuals who are otherwise qualified, Program procedures. All admission requirements must but will expect applicants and students to be completed prior to matriculation. Prospec- meet certain minimal technical standards as he Master of Science in Biomedical tive students should carefully note specified set forth herein. The standards reflect reason- Sciences (M.B.S.) program offers deadlines. able expectations of graduate students in Ttraining for students interested in The application process culminates with a performing common functions. research/teaching careers at academic, personal interview at Des Moines University. government or private institutions. We Because of limited openings, the Graduate Technical Standards will provide individuals aspiring for a Admission Committee invites only those The holder of a M.S. degree must have health science career an opportunity to candidates considered to have the greatest the knowledge and skills to function in a become prepared for professional stud- professional promise. The Committee bases broad variety of situations. In order to carry ies in the areas of medicine, education decisions on academic achievement, activities, out the activities described below, candidates and research. personality, character, motivation and promise for the M.S. degree must be able to consis- The program leading to the M.B.S. shown by candidates. Advanced standing tently, quickly and accurately integrate all degree is designed to be completed in based on prior coursework is not given. information received, and must have the two years, but can take up to five years ability to learn, integrate, analyze and to be completed on a part-time basis. Misrepresentation synthesize data. Technological accommoda- The curriculum includes first-year Misrepresentation in, or omission from, ad- tions can be made for handicaps in some medical school classes, courses specifi- mission credentials, particularly information of these areas, but a candidate must be cally designed for the biomedical sci- concerning previous felony or misdemeanor able to perform in a reasonably independent ence program and an intensive year convictions, will constitute improper behavior manner. of bench research. under the Student Evaluation Mechanism pro- 1. Observation: Candidates and students Students currently enrolled in the visions of the College of Osteopathic Medicine must have sufficient vision to be able to Doctor or Osteopathic Medicine (D.O.) Biomedical Sciences Student Handbook. observe demonstrations, experiments and program or Doctor of Podiatric Medicine laboratory exercises in the basic sciences. (D.P.M.) program can also apply to the Multiple Applications 2. Communication: Candidates and students Biomedical Sciences program. Curricu- Concerning students applying to the should be able to speak, hear and observe lum for dual degree students (D.O./ University for the first time: First-time in classroom and laboratory settings. They M.B.S. or D.P.M./M.B.S.) is designed entering students may apply to only one must also be able to communicate effec- to be completed within five years. The clinical program at a time. Multiple college or tively and efficiently in oral and written emphasis for dual degree students is on program applications will not be accepted or form with classmates and faculty. training clinician researchers to teach processed. *Dual degree (D.O./M.H.A., D.O./ 3. Motor: Candidates and students should research methods and conduct meth- M.P.H., D.O./M.S.) is the only exception. have sufficient motor function to execute odologically rigorous and scientifically Concerning currently enrolled students: movements reasonably required in a class- sound studies. Enrolled students in the final year of their room or laboratory setting. respective programs who anticipate comple- 4. Intellectual, Conceptual, Integrative Mission tion of a DMU degree may apply for admission and Quantitative Abilities: Candidates To equip students for professional ca- to another University program. If accepted, and students must be able to concentrate, reers as biomedical scientists prepared students are expected to complete the full analyze and interpret data and make to enter medical research, academic curriculum in which they are currently en- decisions within areas in which there is a medicine, or industrial and government rolled. Students enrolled in another reasonable amount of visual and auditory laboratories that address problems of DMU program may not transfer into the distraction. They must also perform these human health. College of Osteopathic Medicine. In order to functions in a timely manner. be considered for admission to the College 5. Behavioral and Social Attributes: Vision Statement of Osteopathic Medicine, students must first Candidates and students must possess The Biomedical Sciences Program strives withdraw from the other DMU program. the emotional health required for full to develop scientist and clinical research- utilization of their intellectual abilities, the ers capable of advancing the treatment, Minimal Technical Standards for exercise of good judgment, the prompt cure and prevention of disease through Admission and Matriculation completion of all responsibilities. Candi- education, research and clinical practice. The College of Osteopathic Medicine’s dates and students must be able to tolerate Biomedical Sciences Program is pledged physically taxing workloads, adapt to to the admission and matriculation of all changing environments, display flexibility Admission Policies qualified students and acknowledges aware- and learn to function in the face of uncer- ness of laws that prohibit discrimination tainties inherent in graduate research.

29 for applicants who received a degree from an Des Moines, Iowa 50312 The College of Osteopathic Medicine will institution where instruction was conducted All completed applications are reviewed. attempt to develop creative ways of offering in English. A limited number of applicants are invited to the graduate school curriculum to competi- the College for a personal interview. Offers tive, qualified disabled individuals. In doing Letters of Recommendation of acceptance are based on a combination of so, however, the College must maintain the All applicants will supply three letters of academic records, the interview and personal integrity of its curriculum and preserve those recommendation from science professors recommendations. elements deemed essential for graduate who can evaluate the applicant’s abilities and education. probability of success in the program. Procedures for Accepted Students Students accepted for admission to the Dual Degree Students College must: Admission Requirements Dual degree students can not apply to this • Complete any required courses and/or a program prior to January 2 of their first year. bachelor’s degree prior to matriculation. To be considered for admission, you must • Have a physical examination and complete have a B.A. or B.S. or complete the require- Permanent Residents an immunization report before registration. ments for a degree before matriculation. Applicants who are legal permanent Students admitted shortly before classes The degree should be in the biological or residents of the U.S. are required to provide begin will have four weeks to complete physical sciences; however, applicants with a copy of their permanent resident card this requirement. A complete listing of non-science degrees will be considered if they (“green card”) prior to admission. NOTE: required immunizations is sent to students have a strong science background. Permanent residency status “pending” is before orientation. not eligible for admission. • Complete a criminal background check Prerequisites through Verified Credentials. Results must The courses below are required for Non-U.S. Citizens be released to DMU prior to matriculation. admission; you may apply while coursework is Applicants who are not U.S. citizens or per- The cost of this process will be paid by in progress. manent residents should review the informa- the applicant. tion for international students on page 10. • Have medical insurance coverage that General Biology...... 8 hours, with lab provides comprehensive major medical General Chemistry...... 8 hours, with lab Other benefits. Students must present proof of Organic Chemistry...... 4 hours, with lab Accepted students will be required to coverage at registration. Information is sent Physics...... 8 hours, with lab complete a criminal background check prior to students before orientation. (or 4 hours physics with lab +3 hours of Statistics) to matriculation. • Register for classes on the designated date. English: Comp/Literature/Speech...... 6 hours Application fees are non-refundable. Tuition is Biochemistry...... 3 hours refundable in accordance with the schedules Application Process published in this catalog. Refer to the section Entrance Exams titled “Tuition and Financial Aid.” No other Applicants must supply results of the An application can be found online refund schedule will apply. The University’s Medical College Admission Test (MCAT), at www.dmu.edu. Board of Trustees reserves the right to change Graduate Record Examination (GRE), or Dental tuition and fees at any time. Admissions Test (DAT) with their application. Prior to receiving an invitation to interview, All correspondence, applications and inqui- an application must be completed and con- ries should be directed to: Academic Requirements tain all of the following: M.B.S. Admission A science GPA and cumulative GPA of 3.0 • A completed online Admission Application. Des Moines University or higher are recommended to be considered • A $50 non-refundable application fee. 3200 Grand Avenue for admission to the College of Osteopathic • Examination scores (either DAT, MCAT Des Moines, Iowa 50312-4198. Medicine Biomedical Sciences Program. or GRE). Telephone 1-800-240-2767, ext. 1499, • An official transcript from each college or or (515) 271-1499 TOEFL university attended. E-mail: [email protected]. In addition to admission requirements, • Three letters written by science professors applicants who are not native speakers of who can evaluate the applicant’s abilities Transfer of Credit English must satisfy an adequate command and probability of success in the program. A student may request transfer credit of the English language. Test of English as a Letters from social science professors, for previous graduate work completed at Foreign Language (TOEFL) scores or other although welcome, (psychology, sociology, other regionally accredited (or equivalent) evidence of English proficiency are required. anthropology, etc.) will not count toward educational institutions. The request should A minimum TOEFL score of 550 points on the completing your file. be submitted in writing to the Director of written exam, 213 on the computerized exam • All letters of recommendation should be on Biomedical Sciences who will forward it to the or 69 on the internet-based exam is required. the writer’s letterhead and sent directly from Biomedical Sciences Coordinating Commit- Individual graduate programs may require the writer to: tee. Approved graduate work will be entered scores higher than the minimums stated. For M.B.S. Admission on the student’s permanent record by the more information about the TOEFL, visit www. Des Moines University Registrar’s Office. No more than 10 hours ets.org/toefl.The TOEFL requirement is waived 3200 Grand Avenue of approved graduate work will be applied

30 toward the 40 hours required for the Master of Year 2 - Fall/Spring/Summer Semester hours) Prerequisite: Physiology Science degree. Presentation of Dual degree students may transfer in all Scientific Information...... 1 credit hour Cell Biology: This is an advanced course required and elective classes for the program Research...... 12-15 credit hours in cell biology designed to familiarize the as long as they were taken at DMU; however, Scientific Communication...... 1 credit hour students with modern concepts of cell and they must have an average of 80% or greater Thesis Defense molecular biology. Topics to be covered will in every class that is transferred. Total Credits to Graduate...... 40 credit hours include transcription, translation, intracel- lular trafficking, cell-cell signaling, membrane transport, and structure and function of DNA. Curriculum Summary of Courses (3 credit hours) Prerequisite: Biochemistry

Biochemistry and Molecular Genetics: An Biostatistics: This is an introductory course Required Course Work introductory molecular description of biologi- that exposes the student to the use of statisti- Biochemistry and cal structure and function. Normal metabo- cal techniques for research data analysis. Molecular Genetics...... 5 credit hours lism and gene expression are given the major Topics covered include research design, data Microbiology/Immunology emphasis. Several common genetic diseases acquisition, types of data, univariate and or Physiology...... 6-7 credit hours and metabolic disorders serve to contrast nor- bivariate data summarization techniques, Responsible Conduct in mal and perturbed human biochemistry, as tabular and graphical data presentation, Biomedical Research...... 1 credit hour well as demonstrate the clinical implications inferential techniques using different theoreti- Biostatistics...... 3 credit hours of human biochemistry. (5 credit hours) cal distributions and the use of multivariate Cell Biology...... 3 credit hours statistical techniques. (3 credit hours) Introduction to Research...... 1 credit hours Microbiology/Immunology: An introduction Special Topics...... 3 credit hours to the various subdisciplines of microbiol- Responsible Conduct in Biomedical Presentation of ogy, with emphasis on facts and principles Research: This course will discuss the Scientific Information...... 1 credit hour pertinent to the broad requirements for ongoing process of reconciling regulations, Scientific Communication...... 1 credit hour understanding infectious diseases. Bacterial, guidelines, standards, and ethics to promote Research...... 15 credit hours mycotic, parasitic and viral pathogens are con- integrity in the proposing, planning, conduct- Total Required sidered, with major emphasis on host-patho- ing, reporting and reviewing of research. Coursework...... 39-40 credit hours gen interactions and pathogenic mechanisms. (1 credit hour) Basic principles and clinical relevance of Electives immune mechanisms are presented. Labo- Presentation of Scientific Information: This Pharmacology...... 5 credit hours ratory integration focuses on the common is a one-hour-per-week class where students Special Topics diagnostic modalities pertinent to the various learn the basis of scientific presentation, and in Microbiology*...... 3 credit hours infectious agents. (6 credit hours) Prerequisite: practice these concepts by participating in Special Topics Biochemistry journal club presentations. (1 credit hour) in Pharmacology*...... 3 credit hours Special Topics Physiology: An introduction to basic prin- Special Topics: Each department that in Physiology*...... 3 credit hours ciples of physiology from the cellular level chooses to mentor master’s degree students Special Topics (membrane potentials, receptor physiology, will develop an advanced class in their area of in Biochemistry*...... 3 credit hours transport mechanisms) to organ systems (car- expertise. The basis of these classes will likely Total Credits to Graduate...... 40 credit hours diovascular, nervous, respiratory, gastrointes- be to use primary literature to develop a sense tinal, urinary-renal and endocrine). Emphasiz- of history, depth and emerging concepts in * Represents courses that apply toward es regulatory control interactions needed for the selected field. (3 credit hours) Consent of Special Topics Requirement a holistic understanding of homeostasis and the instructor is required. pathophysiology of humans. The course uses Tentative Distribution of Credit Hours lectures, laboratories and clinical scenarios Scientific Communication: This is a one-hour to teach the control mechanisms. Physiology class in which students will present their sci- Year 1 - Fall/Spring/Summer Semesters is an intermediate step in the progression of entific data to the University during the Friday Introduction to Research...... 1 credit hour knowledge acquisition necessary for subse- Seminar Series. In addition, students will at- Biochemistry and quent courses. (7 credit hours) Prerequisite: tend all of the Friday Seminar Series Lectures. Molecular Genetics...... 5 credit hours Biochemistry (1 credit hour) Microbiology/Immunology or Physiology...... 6-7 credit hours Pharmacology: An introduction to general Introduction to Research: The course is Cell Biology...... 3 credit hours principles of pharmacology, toxicology and designed to provide students with an intro- Biostatistics...... 3 credit hours drug classes. Emphasis is upon the mecha- duction to research opportunities and labora- Responsible Conduct in nism of action, adverse effects, pharmacoki- tory safety procedures/policies at Des Moines Biomedical Research...... 1 credit hour netics and drug interaction for the major drug University. Students will complete a survey of Special Topics...... 3 credit hours classes. Pharmacology is an intermediate step research at Des Moines University, biomedical Research...... 0-3 credit hours in the progression of knowledge acquisition safety training and two four-week laboratory Electives...... 1 credit hours necessary for subsequent courses. (5 credit rotations. This course is designed to prepare

31 students to work safely in a research environ- Grading System 4. Be of good moral character and ment and identify a thesis mentor. Students receive a numerical or letter emotionally stable. (1 credit hour) grade for each course. A grade of 70 percent 5. Show professional promise in the or higher is needed to pass while scores judgment of the faculty and receive the Research: Bench research under the supervi- below 70 percent result in a failing grade. In faculty’s recommendation for graduation. sion of thesis advisor and thesis committee. courses using letter grades, (P) designates 6. Satisfactorily discharge all financial (15 credit hours) Thesis committee approval pass and (F) denotes fail. A student who does obligations to the University. required. not complete the required work may receive 7. Complete all graduation requirements, an “I” for incomplete while the work is being including the graduation clearance process. completed. Incomplete is not a final grade. To remain in the Biomedical Sciences Pro- Academic Standards gram, students must maintain an 80% average and Guidelines in their coursework. This will be calculated at the end of each year. The College of Osteopathic Medicine’s Biomedical Sciences Program believes that Financial Aid Eligibility clear academic expectations and carefully Students must show satisfactory academic monitored performance will result in the progress to remain eligible for financial aid. graduation of the highest quality graduate For specific eligibility requirements, refer to students. Therefore, the College of Osteo- the section of this catalog titled “Tuition and pathic Medicine provides the means to Financial Aid.” carefully monitor the growth of each student and to promptly assist if any academic or Academic Regulations personal difficulties arise. The primary tools The Student Promotion and Evaluation for academic monitoring and advising are the Committee may recommend appropriate Biomedical Sciences Coordinating Committee, action be taken if a student continues to do the Student Promotion and Evaluation Com- unsatisfactory work. The final decision rests mittee, the Offices of Academic, Student and with the dean of the College. Clinical Affairs and the faculty advisers. Remediation of failed courses/systems by examination is offered during the summer Registration vacation period. Any course may be remedi- Notification of availability and location ated only once. of registration forms will be made via the student portal. (For more detailed information Withdrawal regarding University registration policies and Application for voluntary withdrawal from procedures, refer to the Student Handbook.) the Program must be submitted in writing to the director. An exit interview with the direc- Religious Holidays tor is requested before withdrawal or transfer. The administration and faculty are sensitive The director may place a student on leave to the diverse religious affiliations of students. of absence or grant a request for leave of If an examination or other University activity absence because of health problems, tragedy is scheduled on the same day as a religious in the immediate family, unexpected financial holiday, the student should contact the ap- setback or reasons agreed upon by one of propriate faculty member ahead of time to the deans in consultation with the Student request other arrangements to complete the Promotion and Evaluation Committee. scheduled activity. Graduation Evaluation of Student The University awards the graduate degree Academic Progress of Master of Science in the Biomedical Sci- Biomedical Sciences Coordinating ences (M.S.) upon recommendation of the fac- Committee - This committee oversees the aca- ulty. The Student Promotion and Evaluation demic progress and personal development Committee reports annually to the faculty of each student during the years of training the names of students that have met require- required for graduation. ments for the master’s degree. To graduate, a Student Promotion and Evaluation student must: Committee – This committee makes the 1. Have successfully completed all final recommendations for graduation and prescribed courses. enforces the handbook. The Committee 2. Successfully write and defend their thesis. comprises three clinical and four basic science 3. Be in attendance at the College of Osteo- faculty members. pathic Medicine for the last 30 credits. 32 33 College of Podiatric Medicine & Surgery

he College of Podiatric Medicine 4. Establish a work setting where faculty and Surgery was established in and staff are valued for actions, behaviors, T1981 as one of the colleges of Des teamwork and outcomes that support the Moines University. As the profession’s mission of the College. first college within a health sciences Doctor of Podiatric university, the College provides a unique Accreditation Medicine Program opportunity for students and the podi- The College of Podiatric Medicine and Surgery is accredited by the Council on atric medical profession to focus on the he scope of podiatric medicine Podiatric Medical Education (CPME) of the delivery of podiatric medical services as goes beyond foot care by empha- American Podiatric Medical Association. an integral part of the health care team. sizing the importance of the foot to Accreditation attests to the quality of the T a person’s overall health and well-being. podiatric medical education program and the Mission Podiatric doctors treat patients who continued commitment of the institution to To be the recognized leader in podiatric have a range of foot problems; they support the education program. The Council medical education by establishing a prevent, diagnose and treat disorders is recognized by the U.S. Department of Edu- learning-centered community that in- and diseases of the foot and ankle for cation and the Council for Higher Education spires the application of professionalism patients of all ages. They surgically and Accreditation as the specialized accrediting and values an open exchange of ideas to orthopedically correct foot and ankle body for podiatric medical education. The create opportunities for individual and problems, care for patients with diabe- College is approved by CPME to conduct organizational success. tes who are vulnerable to limb-threat- podiatric surgical, podiatric orthopedic ening complications and treat patients and podiatric primary care postdoctoral Vision with medical conditions such as poor residency programs. To attract highly motivated students to circulation, gout, neurological disorders learn in a distinctive program of podi- and arthritis. atric medical education where they are Research taught and mentored by faculty recog- Extramurally funded research projects nized for their clinical competencies and in podiatric medicine include the study of Admission Policies scientific contributions. Students acquire metabolic bone disease, the study of antiviral the tools for success and the leadership agents to treat plantar warts and the quantita- The admission policies of the College of skills to excel in today’s dynamic health tive analysis of lower extremity biomechanics. Podiatric Medicine and Surgery are competi- care environment. A biomechanics human performance labora- tive to ensure the selection of mature, caring tory supports the research of several faculty and qualified students with appropriate Goals from the College of Podiatric Medicine and preparation and acceptable premedical The goals of the College of Podiatric Surgery and the College of Health Sciences. education. All admission requirements must Medicine and Surgery are to: be completed prior to registration at the 1. Create an educational environment start of the term. The application process that builds, maintains and assesses a profes- culminates with an on-campus interview. sional identity for faculty, students and staff Because there are more applicants than through the observed application of the prin- openings, admission is selective and the ciples of excellence, accountability, integrity interview is by invitation only. Decisions on and altruism. admission are based on academic achieve- 2. Enhance communication and engagement, community and leadership activities, ment across all levels to improve efficiency, letters of reference and the personal promote creative thinking, encourage team interview. building and instill a sense of belonging to a best in class organization. Multiple Applications 3. Serve as the national model for podi- Concerning students applying to the atric medical education in preparing the University for the first time: First-time entering most qualified and motivated students for students may apply to only one clinical pro- residency training while establishing life-long gram at a time. Multiple college or program connection to the College. 34 applications will not be accepted or pro- standards reflect reasonable expectations of in their sensory skills, it would be neces- cessed. *Dual degree (D.P.M./M.H.A., D.P.M./ podiatric medical students and physicians in sary to thoroughly evaluate for candidacy M.P.H., D.P.M./M.S.) is the only exception. performing common functions. individuals who are otherwise qualified Concerning currently enrolled students: but who have significant tactile, sensory Enrolled students in the final year of their Technical Standards or proprioceptive disabilities. This would respective programs who anticipate comple- The holder of a D.P.M. degree must have include individuals with significant previ- tion of a DMU degree may apply for admission the knowledge and skills to function in a ous burns, sensory motor deficits, cicatrix to another University program. If accepted, broad variety of clinical situations and to formation and many malformations of the students are expected to complete the render a wide spectrum of patient care. In upper extremities. full curriculum in which they are currently order to carry out the activities described 5. Strength and Mobility: Podiatric medical enrolled. Students enrolled in another DMU below, candidates for the D.P.M. degree must treatment often requires sufficient upper program may not transfer into the College of be able to consistently, quickly and accurately extremity and body strength; therefore, Podiatric Medicine and Surgery. In order to integrate all information received, and must individuals with significant limitations in be considered for admission to the College, have the ability to learn, integrate, analyze these areas would be unlikely to succeed. students must first withdraw from the other and synthesize data. Mobility to attend to emergency codes DMU program. A candidate for the D.P.M. degree must and to perform such maneuvers as CPR is have the abilities and skills of eight varieties, also required. *Students who have been accepted to the including: observation; communication; mo- 6. Visual Integration: Consistent with the College of Podiatric Medicine and Surgery tor; sensory; strength and mobility; visual inte- ability to assess asymmetry, range of may be eligible for a dual-enrollment option gration; intellectual, conceptual, integrative motion and tissue texture changes, it is leading to a Master of Health Care Administra- and quantitative; and behavioral and social. necessary to have adequate visual capabili- tion (M.H.A.) degree, a Master of Public Health Technological compensation can be made for ties for proper evaluation and treatment (M.P.H.) degree, Master of Science in Anatomy handicaps in some of these areas, but a candi- integration. (M.S.) degree or Master of Science in Biomedical date must be able to perform in a reasonably 7. Intellectual, Conceptual, Integrative Sciences (M.S.) degree. Students interested in independent manner. and Quantitative Abilities: Candidates pursuing a dual degree may take Health Care 1. Observation: Candidates and students and students must be able to concentrate, Administration or Public Health course work must have sufficient vision to be able to analyze and interpret data and make during the summer trimester prior to the start of observe demonstrations, experiments and decisions within areas in which there is a classes for CPMS. Applications for a dual degree laboratory exercises in the basic sciences. reasonable amount of visual and auditory in Anatomy or Biomedical Sciences will be avail- They must be able to observe a patient ac- distraction. They must also perform these able at the conclusion of the first semester of curately at a distance and close at hand. functions in a timely manner and under a CPMS course work. 2. Communication: Candidates and students reasonable amount of stress since podiatric should be able to speak, hear and observe doctors are expected to be able to perform Misrepresentation patients in order to elicit information, ex- such duties in diverse clinical settings where Misrepresentation in, or omission from, amine patients, describe changes in mood, others may be present and where there is admissions credentials, particularly concern- activity and posture and perceive nonverbal a certain degree of noise. Candidates and ing previous felony or misdemeanor convic- communications. They must be able to students must be able to accurately write tions, will constitute improper behavior under communicate effectively and sensitively prescriptions, accurately perform basic the Student Evaluation Mechanism provisions with patients. Communication includes not mathematical functions and accurately and of the Student Handbook. only speech but also reading and writing. quickly read charts with minimal error in They must also be able to communicate areas where there may be distractions. The Minimal Technical Standards for effectively and efficiently in oral and practice of medicine demands the ability to Admission and Matriculation written form with all members of the health integrate and process information promptly The College of Podiatric Medicine and care team. and accurately in a time-sensitive environ- Surgery is pledged to the admission and 3. Motor: Candidates and students should ment. Candidates must be able to draw on matriculation of all qualified students and have sufficient motor function to execute their store of knowledge in emergency situ- acknowledges awareness of laws that prohibit movements reasonably required to provide ations and under time limitations. discrimination against anyone on the basis of general care and emergency treatment to 8. Behavioral and Social Attributes: race, color, religion, gender, national origin, patients. Examples of emergency treatment Candidates and students must possess the ancestry, sexual orientation, age, disability, reasonably required of physicians are car- emotional health required for full utilization marital status, citizenship or any other charac- diopulmonary resuscitation, administration of their intellectual abilities, the exercise of teristic protected by law. Regarding disabled of intravenous medication, the application good judgment, the prompt completion of individuals, the College will not discriminate of pressure to stop bleeding, the opening all responsibilities attendant to the diag- against such individuals who are otherwise of obstructed airways and the suturing of nosis and care of patients and the devel- qualified, but will expect applicants and simple wounds. Such actions require coor- opment of mature, sensitive and effective students to meet certain minimal technical dination of both gross and fine muscular relationships with patients. Candidates and standards as set forth herein. In adopting movements, equilibrium and functional use students must be able to tolerate physi- these standards, the College feels it must keep of the senses of touch and vision. cally taxing workloads, adapt to changing in mind the ultimate safety of the patients 4. Sensory: Since podiatric medical candi- environments, display flexibility and learn its graduates will eventually care for. The dates and students need enhanced ability to function in the face of uncertainties

35 inherent in the clinical problems of many Podiatric Medicine and Surgery are not per- requirement. patients. Compassion, integrity, concern for mitted to transfer into other DMU programs. MCAT Registration others, interpersonal skills and interest and Students who wish to apply to another American College Testing motivation are all personal qualities that University program must withdraw from the Program Service will be assessed during the admission and College of Podiatric Medicine and Surgery P.O. Box 451 educational processes. prior to submitting an application for admis- Iowa City, Iowa 52243 sion to the program. Dual degree is the only (319) 337-1305 The College of Podiatric Medicine and exception. *Dual degree is the only exception Surgery will attempt to develop creative ways for D.P.M./M.H.A., D.P.M./M.P.H., D.P.M./M.S.A. Letters of recommendation of opening the medical school curriculum to or D.P.M./M.B.S. Along with your application, we require competitive, qualified disabled individuals. In letters of recommendation that attest to your doing so, however, the College must maintain Dual-Degree Programs academic performance and prior exposure to the integrity of its curriculum and preserve Students enrolled in the College of podiatric medicine with a D.P.M. To provide this those elements deemed essential to educat- Podiatric Medicine and Surgery may be eli- information, please arrange to have the following a podiatric physician. gible for dual-enrollment leading to a Master ing sent directly to Des Moines University: of Health Care Administration (M.H.A.) degree, a. One letter from a science professor, a Master of Public Health (M.P.H.) degree, a academic advisor or pre-professional advisory Admission Requirements Master of Science in Anatomy (M.S.) degree committee. or a Master of Science in Biomedical Sciences b. One letter from a D.P.M. Applicants to the College of Podiatric (M.S.) degree. Students interested in this op- Medicine and Surgery are encouraged to have tion should contact the Enrollment office for These should be written on letterhead and completed a baccalaureate degree by the additional information. sent from the letter writer to: time of registration although applicants may CPMS Admissions be admitted after completing 90 semester Permanent Residents 3200 Grand Ave. hours of undergraduate preparation at a Applicants who are legal permanent Des Moines, IA 50312 regionally accredited institution. Within the residents of the U.S. are required to provide scope of undergraduate preparation, all ap- a copy of their permanent resident card Letters are also accepted electronically plicants must have completed the following (“green card”) prior to admission. NOTE: through Interfolio and Virtual Evals. prerequisite courses or their equivalents: Permanent residency status “pending” is not eligible for admission. Interviews Required Courses Min. Semester Hours All completed applications are reviewed Biology...... 8 hours, with lab Non-U.S. Citizens for a possible interview. Only those applicants General Chemistry...... 8 hours, with lab Applicants who are not U.S. citizens or per- who are being strongly considered for admis- Organic Chemistry...... 8 hours, with lab manent residents should review the informa- sion will be invited for an interview. Candi- Physics...... 8 hours, with lab tion for international students on page 10. dates not offered an interview are notified English Composition/ that they are no longer being considered for Communications/Speech...... 6 hours admission. Admission Procedures Recommended Courses: English Literature, Procedures for Accepted Students Biochemistry, Genetics, Comparative Direct any correspondence or inquiries All accepted students must: Anatomy, Mathematics and Psychology. concerning admission to: • Pay a $500 non-refundable seat deposit All course work must be from a regionally CPMS Admission which is applied to tuition. accredited institution. Applicants should Des Moines University • Submit an official transcript from each have a minimum cumulative and science 3200 Grand Avenue college or university attended. grade point average of 2.75 on a 4.0 scale. Des Moines, Iowa 50312-4198 • Complete any required courses and a Deficiencies, if any, must be cleared before 515-271-1538 or 1-800-240-2767, bachelor’s degree prior to matriculation. registration. ext. 1538, www.dmu.edu/cpms • Have a physical examination and complete email: [email protected] an immunization report before registration. Transfer Policy Students admitted shortly before classes Students currently enrolled in podiatric The College participates in the American begin will have four weeks to complete this programs who wish to transfer should contact Association of Colleges of Podiatric Medicine requirement. A complete listing of required the dean’s office. Transfers from U.S. and C Application Service (AACPMAS). Call 800-922- immunizations is provided to students anadian-accredited osteopathic and allo- 9266 for information. The AACPMAS applica- before orientation. pathic medical schools who apply may need tion is available online at www.e-aacpmas.org. • Complete a criminal background check to complete additional work. Students who You must complete the Medical College through Verified Credentials. Results must do transfer must complete at least two years Admission Test (MCAT) to be considered for be released to DMU prior to matriculation. of study at the College of Podiatric Medicine admission. MCAT registration information can The cost of this process will be paid by the and Surgery. be obtained through www.aamc.org/mcat. applicant. Students enrolled in the College of Contact the CPMS Admission Office if you • Have medical insurance coverage that have questions about the MCAT provides comprehensive major medical ben-

36 efits. Students must present proof of cover- learning is now included in the curriculum of ACLS...... 0.5 credits age at registration. Information regarding many U.S. medical schools. Basic Surgical Skills ...... 1 credits medical insurance is provided to students During the last 24 months of the four-year BLS Recertification...... 0 credits before orientation. course of study, students receive clinical Comm Hlth Care, Concerns...1.5 credits • Participate in the on-campus orientation experiences in four environments: ambulatory Lower Extremity Derm...... 2 credits program the week prior to the start of clinics, hospitals and community practices. Prin/Prac EvBased Pod Med..7.5 credits classes and register for classes on the During this phase, podiatric medical students designated date. interact with other members of the health Fourth Year care community, such as primary care physi- Clinical Assessments...... 1 credits Seat deposits are non-refundable. Tuition is cians, specialists and students in other health Clinical Rotations refundable in accordance with the schedules care programs. Emphasis is upon developing published in this catalog. Refer to the section an understanding of podiatric medicine as an Phase II - Clinical Training titled “Tuition and Financial Aid.” No other integral part of total health care. The Clinical Phase of the curriculum begins refund schedule will apply. The University’s in the summer between the second and third Board of Trustees reserves the right to change NOTE: The College of Podiatric Medicine and Sur- year, and continues until graduation. Students tuition and fees at any time. gery (CPMS) offers a program that uses the most manage podiatric patients in a variety of current and complete information and teaching health care settings, which provides students techniques. CPMS reserves the right to adapt with a broad base of clinical experience. The Curriculum OVERVIEW the curriculum in response to faculty initiatives, clinical experience focuses upon the interac- developments in the state of the teaching arts, tion of podiatric medical students with other The College prepares podiatric medical research findings and recommendations from members of the health care team. The role doctors through an integrated program of the Board of Trustees and the Council on Podiat- of podiatric medicine in total health care didactics, laboratory and clinical experiences ric Medical Education of the American Podiatric then becomes more apparent to the student. in hospitals and ambulatory care facilities. Medical Association. Second-year students are encouraged to attend the Des Moines University Foot & Ankle Overview Curriculum Outline Institute on a voluntary basis when their Students receive a core of basic science schedules permit. instruction based on an integrated systems Phase I – Academic Schedule curriculum reflecting the interrelationship and Second Year interdependence of body systems. This is an First Year During the summer at the end of the sec- innovative method of instruction that focuses Anatomy...... 6.5 credits ond year, students begin their formal clinical on the systems of the body (e.g., hematologi- Biochem PBL Elective...... 1 credit training at University-sponsored and affiliated cal, cardiovascular). The basic sciences (e.g., Biochem/Molec Genetics...... 4 credits clinical sites by participating in a one-month anatomy, microbiology, biochemistry) are BLS...... 0 credits summer clinic rotation. Students begin to taught as they apply to the specific system Cell & Tissue Biology...... 3 credits acquire fundamental skills in history-taking under study. Clinical correlations relate each Geriatrics...... 2.5 credits and documentation, physical examination system to podiatric medical practice. Intro to Podiatric Med...... 2 credits and basic podiatric procedures. The basic science curriculum for podiatric MEDLINE/Internet...... 0 credits medical students is essentially the same as Micro / Immunology...... 6 credits Third Year the curriculum for students in the College of Neuroanatomy...... 2 credits During the third year, students are fully Osteopathic Medicine as classes are taught Pathology...... 3 credits immersed in clinical training. Students are jointly. Additional comprehensive instruction Physical Diagnosis...... 3.5 credits required to master established clinical objec- in the functional anatomy of the lower ex- Physiology...... 6.5 credits tives appropriate for a third-year podiat- tremity is provided to students in the College ric medical student. The emphasis of the of Podiatric Medicine and Surgery. The body Second Year objectives relates to the physician-patient system courses taught in the second year are Behavioral Med...... 2 credits relationship, development of diagnostic skills, designed to meet the educational needs of Biomech:Norm Struct/Funct.1.5 credits performance of common office-based proce- podiatric medical students. BLS...... 0 credits dures and following outpatient and inpatient Students can become involved in research Cardio/Respiratory...... 4 credits operative protocols. Students rotate at a vari- projects with basic scientists or clinicians. This Clin Pod Biomech/Surg...... 6.5 credits ety of patient care facilities whose population typically includes major participation in the Clin Pod Med / Diagnostics...... 4 credits base varies with respect to socioeconomic preparation of the research protocol, prepa- Endo/Repro...... 2 credits and cultural diversity. They experience patient ration of grant applications and significant GI/Nutrition...... 2 credits care at several different venues, including the involvement in data collection and analysis. Hematology...... 2 credits Foot and Ankle Institute, the simulation lab In some instances, the research has led to the Lower Limb Anatomy...... 3 credits and other external clinics. This prepares the publication of papers in professional journals. Medical Pharmacology...... 5.5 credits student for the fourth year. Problem-based learning is an innovative Neurology...... 2 credits The last 28 weeks of clinical training are aspect of the curriculum. The intent is to Renal System...... 2 credits integrated with the third-year evidence-based produce graduates who are problem-solvers medicine educational program. Students and self-directed learners. Problem-based Third Year participate in the care of patients under the

37 supervision of a clinician they are assigned to organ systems (e.g., cardiovascular, gastro- system introducing history taking and physi- for the case-based education experience. intestinal, integumentary and lymphoid). cal examination of both pediatric and adult Wherever possible, the study of histology is patients. Practical laboratory sessions using Fourth Year translated to clinical relevance. The course standardized patients in the Standardized In the fourth year, students are required consists of regularly scheduled lectures and Patient Assessment Lab (SPAL) emphasize to complete 11 months of clinical training in a laboratory periods. In laboratories, students the proper use of diagnostic equipment and variety of clinical settings, including ambula- study the light and electron microscopic techniques for performing a history and physi- tory clinics, hospitals and community practic- structure of cells, tissues and organs through cal examination. es. Each student must complete a four-month atlases, prepared slides and computer-assisted podiatric medicine and surgery core hospital learning software. Physiology: An introduction to basic prin- rotation, a one-month private practice rota- ciples of physiology from the cellular level tion and a one-month internal medicine Geriatrics: This course introduces the student (membrane potentials, receptor physiology, rotation. Two additional months of podiatric to the core concepts in gerontology and transport mechanisms) to organ systems (car- medicine and surgery training are required, geriatrics. The older patient is unique and diovascular, nervous, respiratory, gastrointesti- with the remaining five months designated as represents the composite influence of a nal, urinary-renal and endocrine). Emphasis on electives rotations (anesthesiology, internal lifetime of exposure to the environment and regulatory control interactions necessary for medicine, orthopedics, podiatric medicine the consequences of social, psychological and a holistic understanding of homeostasis and and surgery, plastic surgery, radiology and economic factors and disease all superim- pathophysiology of humans. Lectures, labora- others). The training is designed to encour- posed upon a genetic endowment. tories and clinical scenarios are used to teach age a broad range of clinical experiences and control mechanisms. Physiology is an inter- foster development of a solid foundation of Introduction to Podiatric Medicine: Intro- mediate step in the progression of knowledge patient management skills. duces students to the history of the podiatric acquisition necessary for subsequent courses. medical profession and reviews the diversity Knowledge of anatomy and biochemistry is of conditions the podiatric physician will a prerequisite for understanding physiology Summary of Courses/ encounter. This course will describe the role and the application to pathophysiology. Integrated Systems podiatric physicians play in the medical community and the interrelationships with other Problem-Based-Learning Biochemistry: An Year I Courses health care professionals. elective course offered as an enhancement to the regular Biochemistry course. The course Microbiology/Immunology: An introduction uses a small-group, student-directed discus- Anatomy: Lecture and laboratory presenta- to the various subdisciplines of microbiol- sion format focused on clinical case presentations center upon dissection of the human ogy, with emphasis on facts and principles tions. Case study sessions provide a forum in body. Dissection of each region of the body pertinent to the broad requirements for which students develop problem-solving skills is accompanied by films, examination of pro- understanding infectious diseases. Bacterial, and achieve a deeper understanding of bio- sected material and radiological correlation. mycotic, parasitic and viral pathogens are con- chemical principles and processes as applied Appropriate clinical information is presented sidered, with major emphasis on host-patho- to clinical situations. by medical specialists and additional lectures gen interactions and pathogenic mechanisms. integrate the early development of body Basic principles and clinical relevance of form and cellular organization with regional immune mechanisms are presented. Labo- Year II Courses anatomy. A section of the course includes a ratory integration focuses on the common detailed consideration of the structure of the diagnostic modalities pertinent to the various Behavioral Medicine: Utilizes lectures to human nervous system. infectious agents. teach personality development, normal adap- tation, specific deviations, individual Basic Life Support: All students are required Neuroanatomy: The structural and functional and family crises and the individual and fam- to achieve certification in basic life support organization of the central nervous system is ily life cycle from birth to death. Behavioral during the first academic year and re-certify presented through lectures and laboratory/ medicine presents conceptualizations in the prior to clinical rotations. computer demonstrations on parts of the multi-disciplinary evaluation and care of the brain and spinal cord. The course covers the patient, and assists in developing techniques Biochemistry & Molecular Genetics: An in- role of the brain and spinal cord in sensory for the treatment and management of the troductory molecular description of biological perception and movement of the human difficult patient. An overview of various treat- structure and function. Normal metabolism body, including organs and behavioral re- ment modalities is presented. and gene expression are given the major em- sponses. Wherever possible, case studies and phasis. Several common genetic diseases and appropriate syndromes are also presented. metabolic disorders serve to contrast normal Biomechanics: Normal Structure & Func- tion: Discusses the evolution, development and perturbed human biochemistry, as well Pathology: Develops a basis for the biological and functional anatomy of the lower extrem- as demonstrate the clinical implications of hu- interpretation of disease processes by inte- ity, focusing on the principles of kinesiology, man biochemistry. grating the structure and function of diseases kinetics, kinematics, muscle physiology and and the relationship of symptoms to lesions. Cell & Tissue Biology: A comprehensive bioengineering as they relate to the static and dynamic normal study of human cell biology, basic tissues and Physical Diagnosis: A lecture-laboratory lower extremity. 38 Cardio-Respiratory: Provides the student systems. Applications of blood disorders to instruments. with the pathophysiology and management the podiatric patient are considered. of major cardiovascular and pulmonary Community Health Care, Concerns and diseases. The course presents the relation- Lower Limb Anatomy: A comprehensive Assessment: Introduces the student to ship that exists between these two systems. course in the functional anatomy of the lower fundamental principles and concepts associ- Causes, development and clinical implications limb. Podiatric medical students dissect and ated with health care delivery and practice of cardiovascular and respiratory events are identify the detailed structures of the foot, leg management systems. An overview of health- presented with a special focus on podiatric and thigh in order to become expert in the related epidemiology, medical jurisprudence medical relationships as presented in clinical structure and function of this region of the and community health issues are covered in cases. body. this course.

Clinical Podiatric Medicine and Diagnostics: Neurology: Provides the student with an un- Evidence-based Podiatric Medicine: Prepares students for rotations through spe- derstanding of clinical disorders of the brain, Principles and practices of evidence-based po- cific course emphasis on principles of physical spinal cord and peripheral nerves. Specialists diatric medicine is comprised of the following diagnosis and medical records, radiology, in the areas of neurology and neuropsychiatry six clinical units: Medicine, Infectious Disease, nuclear medicine, rheumatology, peripheral systematically present fundamentals of nor- Trauma, Rearfoot Pathology, Forefoot Pathol- vascular disease, overuse injuries, infectious mal and abnormal nervous system findings ogy and Radiology. Students use learned skills disease and therapeutic intervention. in adults and children while emphasizing the and knowledge as well as develop new skills diagnosis and treatment of neurological dis- to solve clinical problems in these clinical Clinical Podiatric Biomechanics and orders that may have implications to podiatric units using a problem-based learning format. Surgery: Covers lower extremity structural practice. Students must ascertain key components abnormalities as related to the compensating of the patient history and physical examina- foot and lower limb. More complex orthope- Pharmacology: This course includes a de- tion to recommend appropriate diagnostic dic and biomechanical pathologies are consid- tailed review of the therapeutic use, adverse tests leading to a condition diagnosis and ered and the relationship and interaction of reactions and drug interactions for pharma- implementation of a management plan of mechanical, surgical and medical approaches ceuticals commonly used to manage sys- action and the consequences of those actions. are introduced. The course is designed to temic conditions and those pharmaceuticals Students apply evidence-based evaluation foster an appreciation for the biomechanical prescribed by podiatric physicians. skills to evaluate the literature and select the principles associated with complex foot and most appropriate course of action in dealing ankle surgery. Renal: Relates preclinical study of the urinary with a clinical program. A seventh clinical unit tract structure and function to common clini- consists of a two-week vascular rotation and a Endocrine/Human Reproduction: Designed cal abnormalities found from infancy through rotation in the Human Simulation Lab, where to give the student an understanding of adult life. Emphasizes prevention, recognition students learn to group-manage emergency normal and abnormal endocrine functioning. and management of common urinary tract pathologies, utilizing computerized patient Lower limb manifestations of endocrine disor- pathologies. The system covers problems models. ders are considered when appropriate. involved in fluid, electrolyte and acid-base homeostasis. The relevance to podiatric Lower Extremity Dermatology: This course Gastrointestinal/Nutrition: An integrated medicine is emphasized through correlation provides the podiatric medical student with approach to the structure, function and discussions. an understanding of diagnosis and manage- pathology of the gastrointestinal tract. Initial ment skills for dermatological conditions af- emphasis is on the normal functioning of fecting the lower extremity and the systemic the gastrointestinal system leading to the Year III Courses diseases associated with skin and skin-related study of the causes, development and clinical Advanced Cardiac Life Support (ACLS): structures. implications of gastrointestinal problems A course offered during the third year. The and diseases, including relationships to course includes training in defibrillation/car- Lower Extremity Traumatology/Emergency podiatric medicine. The nutrition section of dioversion, airway management-intubation, Medicine: Students are introduced to various the course presents a basic introduction to the I.V. techniques, ECG interpretation and cardio- concepts regarding traumatic disorders of concepts of essential nutrients and chang- vascular pharmacology. the lower extremity, including management ing nutritional requirements of individuals of soft tissue injuries, fracture management throughout their lifetime. Basic Surgical Skills: Students learn princi- and complications associated with traumatic ples of aseptic technique training according to injury. The emergency medicine component Hematology: Develops technical competency national standards. These techniques include of the course reviews emergency and urgent- and familiarity with basic laboratory tech- the surgical hand scrub, opening a sterile care situations that the podiatric medical niques in hematology and introduces blood field, self and assisted gowning and gloving, specialist may encounter. formation and common diseases of, or related open gloving, instrumentation identification to, the hematopoietic system, including their and passing as well as sterile field presenta- relationship to podiatric medicine. The course tion and maintenance. Students demonstrate also emphasizes the pathophysiology of these techniques under the direction of Clinical Affiliations hematologic disorders and the relationship operating room nurses. Students also learn of the hematopoietic system to other body proper sterilization of and nomenclature for

39 The College has affiliations with numerous North Colorado/Diabetic Foot and Wound quality podiatric physicians. Therefore, the medical centers throughout the United States. Center Denver, Colorado College provides the means to carefully assess Podiatric and other medical staff members St. John North Shores Hospital the growth of each student and to promptly of these institutions hold clinical faculty Harrison Township, Michigan assist if any academic or personal difficulties appointments. Saint Joseph Regional Medical Center arise. The primary tools for academic monitor- South Bend, Indiana ing and assisting are the Student Promotion Des Moines University Clinic St. Vincent Charity Hospital and Evaluation Committee, the faculty advi- Des Moines University Foot and Ankle Cleveland, Ohio sors and the Office of the University Academic Institute Surgery Hospital of Oklahoma/CCF Counselor. Affiliated Ambulatory Clinics in Central Iowa Oklahoma City, Oklahoma Broadlawns Medical Center University Hospital – UMDNJ Registration Central Iowa Veterans Administration Newark, New Jersey Notification of availability and location Medical Center University of Florida and Shands Jacksonville of registration forms will be made via the Adair County Memorial Hospital Medical Center Jacksonville, Florida student portal. (For more detailed information Iowa Methodist Medical Center – The Western Pennsylvania Hospital regarding University registration policies and Wound Care Center Pittsburgh, Pennsylvania procedures, refer to the Student Handbook.) Acute Care Training Hospitals in Des Moines Womack/Eisenhower Army Medical Center Broadlawns Medical Center Fort Bragg, North Carolina Religious Holidays Iowa Lutheran Medical Center University of Texas Health Science Center The administration and faculty are sensitive Iowa Methodist Medical Center San Antonio, Texas to the diverse religious affiliations of students. Mercy Hospital Medical Center If an examination or other University activity is scheduled on the same day as a religious holi- Hospital Clinical Affiliations Residency day, the student should contact the appropriate faculty member to request other arrange- Beth Israel Deaconess Medical Center A podiatric resident is a licensed podiatric ments to complete the scheduled activity. Boston, Massachusetts physician receiving advanced training in one Broadlawns Medical Center or more aspects of the profession in a hospi- Promotion and Evaluation Des Moines, Iowa tal- or college-based program. Residency pro- The Student Promotion and Evaluation Community Medical Center grams are from two to three years in duration. Committee oversee the academic progress Scranton, Pennsylvania All of the institutions affiliated with the and personal development of each student Covenant Medical Center College of Podiatric Medicine and Surgery during the four years of training required for Waterloo, Iowa for fourth-year clinical rotations also conduct graduation. The Committee comprises three Detroit Medical Center residency programs for postdoctoral study. clinical and three preclinical faculty members. Warren, Michigan Therefore, students should have a significant The Committee evaluates the academic DVA – Eastern Colorado Health Care advantage in competing for residency pro- performance of each student. It views Denver, Colorado grams because of their extensive fourth-year both scholastic achievement and character DVA – Madison clinical experiences, frequently in the same development, including such factors as Madison, Wisconsin setting in which they will seek a residency. emotional stability, integrity, general con- DVA – Mountain Home/James H. Quillen duct, reliability, judgment and rapport with Johnson City, Tennessee patients. When the Committee is satisfied Yale/VA – Podiatric Residency Program Research that students have met all requirements, it West Haven, Connecticut recommends to the faculty that students be St. Joseph Hospital/DVA – North Chicago Students can become involved in research promoted or graduated. North Chicago, Illinois projects with basic scientists or clinicians. This Similarly, the Committee advises ap- University of Utah/DVA – Salt Lake typically includes major participation in the propriate faculty and administration of any Salt Lake City, Utah preparation of the research protocol, prepa- student experiencing academic difficulty. The DVA – South Arizona Healthcare System ration of grant applications and significant Committee also attempts to help the student Tucson, Arizona involvement in data collection and analysis. overcome any non-academic difficulties, such Forest Park Hospital In some instances, the research has led to the as emotional problems, family adjustments St. Louis, Missouri publication of papers in professional journals. or legal or financial problems. Recommenda- DVA – Phonix/Carl T. Hayden Medical Center tions for assisting students with personal Phoenix, Arizona problems are submitted to the Dean of the Regions Hospital Academic Standards College of Podiatric Medicine and Surgery. St. Paul, Minnesota and Guidelines Hennepin County Medical Center Grading System Minneapolis, Minnesota The College of Podiatric Medicine and The College measures academic perfor- Multicare Foot and Ankle Clinic Surgery believes that clear academic expecta- mance through a percentage grading system. Tacoma, Washington tions and carefully monitored performance A cumulative average of 70 percent in the DVA – Loma Linda/Jerry L. Pettis Memorial will result in the graduation of the highest didactic portion of the curriculum must be Hospital Loma Linda, California maintained for advancement. Clinical grades

40 of pass (P) or fail (F) are given. All courses and 8. Attend graduation ceremony at which time Iowa Podiatric Medical Student Association clinical rotations must be successfully passed degree is conferred. Award for graduation. Details are found in the Stu- Research Award dent Handbook. Licensure Service Award Podiatric physicians are required to be Timothy Holbrook Memorial Award Financial Aid Eligibility licensed in the states in which they practice. of Excellence in Podiatric Orthopedics Students must show satisfactory academic Each state has its own requirements for grant- progress to remain eligible for financial aid. ing licensure and its own licensing board. In addition, basic science discipline awards For specific eligibility requirements, refer to Generally, a license can be obtained by a state are presented to third-year students for aca- the section of this catalog titled “Tuition and board-administered examination, and/or by demic excellence in, or outstanding contribu- Financial Aid.” acceptance of the certificate issued by the tions to, the various disciplines. National Board of Podiatric Medical Examin- CPMS students in the top of the class are Academic Regulations ers, or by reciprocity from another state. inducted into Pi Delta, the scholastic honorary The Student Promotion and Evaluation At least 39 states, including Iowa, now society for the podiatric profession. Committee may recommend that appropri- require completion of an approved one- ate action be taken if a student continues year postdoctoral residency or community performing unsatisfactory work. The final preceptorship to be eligible for licensure. The Student/Academic Services decision rests with the Dean of the College of examination given by the National Board of Podiatric Medicine and Surgery. In accordance Podiatric Medical Examiners is divided into Books & Equipment with the student evaluation mechanism, ap- two written parts. Part I is given at the end of Students may purchase books, instruments propriate action may require that a student (1) the second year and Part II at the end of the and supplies at Matthews Bookstore, located repeat specific courses, an entire year or part fourth year. The College requires students to on the first floor of the Student Education of a year; (2) be suspended pending further take the National Board Examination. Center. A first-year student should allot $2,500 investigation; or (3) be dropped from the Col- Currently, 43 states, the federal government for books and equipment. lege. Any course, system or rotation may be and three Canadian provinces use results of repeated only once. the board examination as part of their require- Food Services ments for licensure. Summerfield’s Café, located on the Voluntary Withdrawal ground floor of the Student Education Center, Application for voluntary withdrawal from Awards provides food service during breakfast and the College must be submitted in writing to The following awards are presented an- lunch hours. A coffee bar is open extended the Dean of the College of Podiatric Medicine nually by the College of Podiatric Medicine hours for students’ convenience. Vending and Surgery. The student must have exit and Surgery. These awards are made without machines are located on the lower level of the interviews, beginning with the Dean. The application through the Scholarship, Honors Academic Center, in Des Moines University Dean may grant a leave of absence because and Awards Committee. Clinic, on the ground floor of the Student of financial difficulties or because of personal, Education Center and in the main level of emotional or family problems. • Graduate With Distinction – This award is the Ryan Hall. highest recognition given by the College to Graduation a graduating senior, and is granted on the Housing Des Moines University awards the profes- basis of scholastic achievement, clinical ap- While on-campus housing is not available sional degree of Doctor of Podiatric Medicine titude and service, personality and scientific at DMU, the Greater Des Moines area offers a (D.P.M.) upon recommendation of the faculty. and literary initiative. variety of affordable housing options, many of The Student Promotion and Evaluation which are within walking distance of the cam- Committee reports annually to the faculty the • College of Podiatric Medicine and Surgery pus. The University’s website links students to names of students who have met require- Leadership Award – This award is presented housing opportunities. ments for this doctoral degree. To be gradu- annually to the graduate who has achieved ated, a student must: academic excellence, and has demonstrated Student Health Services 1. Have attained the age of 21 years. outstanding leadership ability, dedication Student Health Services, located in Des 2. Pass all prescribed courses, systems, and service to the University, the community Moines University Clinic, offers free basic rotations and examinations. and the podiatric profession. health care to full-time students enrolled in 3. Maintain a grade average of at least the osteopathic, podiatric, physical therapy, 70 percent. The College also presents these awards: physician assistant, anatomy or biomedical 4. Be of good moral character and sciences programs. Immediate family mem- emotionally stable. American Board of Podiatric Surgery, bers are also eligible. Services include routine 5. Show professional promise in the Michael L. Stone, D.P.M., Outstanding health care similar to a family practice setting. judgment of the faculty and receive the Professional Conduct Award Allergy shots and a limited number of labora- faculty’s recommendation for graduation. Basic Science Award tory services are provided free of charge. 6. Satisfactorily discharge all financial Clinical Proficiency Award Services provided in other departments of obligations to the University. Clinical Science Award the Clinic will be billed at full charge. Student 7. Pass Part I and complete Part II of the Dwayne S. Rivard, D.P.M., Memorial Award of Health Services is open 8 a.m. – 5 p.m., Mon- Podiatric National Board Examinations. Excellence in Surgery day through Friday. Noon hours are reserved

41 for students’ urgent health care needs. administrative communities. Based upon student’s education records within 45 days students’ needs and requests, faculty advisors of the day the University receives a request Educational Support Services are available to monitor academic achieve- for access. Students should submit to a Student Counseling and Diversity Services ment and provide guidance and assistance University official a written request that are located within the Division of Educational in meeting academic requirements, serve identifies the record(s) they wish to inspect. Support Services. Students are encouraged as mentors to students, assist students with If the records are not maintained by that of- to utilize these services to help navigate the study and coping skills and inform appropri- ficial, he or she will advise the student of the internal and external stressors of graduate ate departments of student concerns. correct official to whom the request should school. be addressed. The appropriate University Student Handbook official will make arrangements for access Student Counseling The Student Handbook is available online and notify the student of the time and place The University realizes that students may and supplements the information in this where the records may be inspected. be faced with unpredictable challenges catalog, providing information on the policies, 2) The right to request the amendment of the and pressures that may interfere with their procedures and services that guide students student’s education records that the stu- academic, professional and personal wellness. during enrollment at DMU. New students are dent believes are inaccurate or misleading. Students who are facing such barriers are introduced to the policies and procedures Students may ask the University to amend urged to seek the services of student coun- contained in the Handbook at Orientation. a record that they believe is inaccurate or seling. The dedicated staff members in the misleading. They should write the Universi- Student Counseling Office are professionally Transcripts and Confidentiality ty official responsible for the record, clearly trained and licensed to educate students on A written request and payment of the identify the part of the record they want intervention strategies when confronted with appropriate fee by the student is required changed and specify why it is inaccurate or relationship difficulties, depression, anxiety, for each transcript. Written consent of the misleading. If the University decides not to substance abuse, limited test-taking and student is required for disclosure of other amend the record as requested by the stu- study skills and other emotional and/or aca- personally identifiable information from the dent, the University will notify the student demic difficulties. There is no limit on number education records of the student, other than of the decision and advise the student of his of sessions and insurance is not needed. All directory information, except for disclosure of or her right to a hearing regarding the re- services provided by student counseling are such other records to (1) University officials, in- quest for amendment. Additional informa- free and confidential. cluding faculty, who have education interests; tion regarding the hearing procedures will (2) officials of another school or school system be provided to the student when notified of Diversity Services in which the student seeks or intends to en- the right to a hearing. The University is committed to fostering roll; (3) certain authorized representatives of 3) The right to consent to disclosures of per- a University community and campus climate state and federal agencies; (4) persons and/or sonally identifiable information contained that values and actively supports inclusive- organizations designated by the University to in the student’s education records, except ness and diversity. This division of Educational perform specified management or administra- to the extent the FERPA authorizes dis- Support Services promotes programming tive tasks; and (5) lenders or lending agencies closure without consent. One exception designed to increase understanding and ap- to whom a student has applied for financial that permits disclosure without consent is preciation of diverse cultures, attempting to aid, as may be necessary for such purposes. disclosure to school officials with legitimate reduce prejudice, educate and promote social Directors of medical education requiring educational interests. A school official is a justice. This office also helps students to ma- information for residency recommendations person employed by the University in an neuver and interpret policies and regulations must submit a written request to the Dean of administrative, supervisory, academic or regarding visas, insurance and other immigra- the College of Podiatric Medicine and Surgery. research or support staff position (including tion-related documents. The University will, on request, provide to law enforcement and health staff); a person any student the content of his or her educa- or company with whom the University has Child Care tion records to ensure that the information contracted (such as an attorney, auditor or Dependent children of students and accurate and is not misleading or otherwise in collection agent); a person serving on the employees receive priority consideration violation of the privacy or other rights of the grievance committee or assisting another for openings as they become available at student. Transcripts will not be issued to, or school official in performing his/her duties. Children’s Garden childcare center. The center on behalf of, any student or graduate who has A school official has a legitimate education- is located at Wesley Acres Retirement Commu- delinquent financial obligations to the Univer- al interest if the official needs to review an nity adjacent to the DMU campus. Students sity. It is the policy of the University to comply education record in order to fulfill his/her interested in this service should contact the fully with the rules, regulations and intent of professional responsibility. The second Office of Student Services. The University Section 438 of the Family Educational Rights exception that permits disclosure without website also provides a link to other online and Privacy Act of 1974, otherwise known as consent is “directory information.” Data resources for those seeking childcare. the Buckley Amendment (see below). considered by DMU to be directory infor- Notification of Rights: Family Educational mation is listed on the “Release of Student Faculty Advisor Rights and Privacy Act (FERPA) FERPA affords Educational & Directory Information” form, All students are assigned a faculty advisor students certain rights with respect to their which can be requested at the Office of who provides assistance, advice and coun- education records. the Registrar. sel as needed, and who serves as a liaison They are: 4) The right to file a complaint with the U.S. between the student and the academic and 1) The right to inspect and review the Department of Education concerning alleged failures by DMU to comply with requirements of FERPA. Address: Family Policy Compliance Office, U.S. Department of Education, 600 Independence Ave. SW, Washington, D.C. 20202-4605. College of Health Sciences

he College of Health Sciences Student/Academic Services to utilize these services to help navigate the has been a dynamic part of internal and external stressors of graduate T Des Moines University since its Microscope & Equipment school. inception in 1981. Continuing to respond Laboratory-quality microscopes are pro- to the changing landscape of medicine vided as available for appropriate purposes. Student Counseling has allowed the college to add programs Certain medical diagnostic equipment must The University realizes that students may that meet the needs of the students, be provided by each student, depending on be faced with unpredictable challenges the health care system, and its patients. the program. Equipment requirements are and pressures that may interfere with their The College offers five degrees: Doctor clearly stated on each course syllabus. academic, professional and personal wellness. of Physical Therapy (D.P.T.), Post- Students who are facing such barriers are Professional Doctor of Physical Therapy Food Services urged to seek the services of student coun- (D.P.T.), Master of Science in Physician Summerfield’s Café, located on the ground seling. The dedicated staff members in the Assistant Studies (M.S.), Master of floor of the Student Education Center, pro- Student Counseling Office are professionally Health Care Administration (M.H.A.) and vides food service during breakfast and lunch trained and licensed to educate students on Master of Public Health (M.P.H.) hours. A coffee bar is open extended hours intervention strategies when confronted with The programs are designed for stu- for students’ convenience. Vending machines relationship difficulties, depression, anxiety, dents who want to make the most out are located on the lower level of the Academic substance abuse, limited test-taking and of their education. Classes and labs give Center, in Des Moines University Clinic, on the study skills and other emotional and/or aca- students practical, hands-on learning ground floor of the Student Education Center demic difficulties. There is no limit on number experiences that they can put to use and in the main level of Ryan Hall. of sessions and insurance is not needed. All right away. By being part of a medical services provided by student counseling are and health professions university, the Housing free and confidential. College of Health Sciences benefits from While on-campus housing is not available giving students access to a wide range at DMU, the Greater Des Moines area offers a Diversity Services of future health care providers. That variety of affordable housing options, many of The University is committed to fostering interaction better prepares them for which are within walking distance of the cam- a University community and campus climate practice or work in today’s health care pus. The University’s website links students to that values and actively supports inclusive- environment. housing opportunities. ness and diversity. This division of Educational The College offers a wide variety Support Services promotes programming of online and classroom options to fit Student Health Services designed to increase understanding and ap- today’s working professional. Several Student Health Services, located in Des preciation of diverse cultures, attempting to programs are available entirely online, Moines University Clinic, offers free basic reduce prejudice, educate and promote social or through a combination of face-to-face health care to full-time students enrolled in justice. This office also helps students to ma- and online instruction. This flexibility al- the osteopathic, podiatric, physical therapy, neuver and interpret policies and regulations lows students to earn a graduate degree physician assistant, anatomy or biomedical regarding visas, insurance and other immigra- while remaining employed. sciences programs. Immediate family mem- tion-related documents. bers are also eligible. Services include routine health care similar to a family practice setting. Child Care Mission Allergy shots and a limited number of labora- Dependent children of students and To advance the health and well-being tory services are provided free of charge. employees receive priority consideration of society through the development of Services provided in other departments of for openings as they become available at exemplary health care professionals in a the Clinic will be billed at full charge. Student Children’s Garden childcare center. The center learning-centered environment. Health Services is open 8 a.m. – 5 p.m., Mon- is located at Wesley Acres Retirement Commu- day through Friday. Noon hours are reserved nity adjacent to the DMU campus. Students Core Values for students’ urgent health care needs. interested in this service should contact the • Health promotion Office of Student Services. The University • Life-long learning Educational Support Services website also provides a link to other online • The transfer of evidence-based Student Counseling and Diversity Services resources for those seeking childcare. research into practice are located within the Division of Educational Support Services. Students are encouraged 44 Faculty Advisor 1) The right to inspect and review the Department of Education concerning All students are assigned a faculty advisor student’s education records within 45 days alleged failures by DMU to comply with who provides assistance, advice and coun- of the day the University receives a request requirements of FERPA. Address: Family sel as needed, and who serves as a liaison for access. Students should submit to a Policy Compliance Office, U.S. Department between the student and the academic and University official a written request that of Education, 600 Independence Ave. SW, administrative communities. Based upon identifies the record(s) they wish to inspect. Washington, D.C. 20202-4605. students’ needs and requests, faculty advisors If the records are not maintained by that of- are available to monitor academic achieve- ficial, he or she will advise the student of the ment and provide guidance and assistance correct official to whom the request should in meeting academic requirements, serve be addressed. The appropriate University as mentors to students, assist students with official will make arrangements for access study and coping skills and inform appropri- and notify the student of the time and place ate departments of student concerns. where the records may be inspected. 2) The right to request the amendment of the Student Handbook student’s education records that the stu- The Student Handbook is available online dent believes are inaccurate or misleading. and supplements the information in this Students may ask the University to amend catalog, providing information on the policies, a record that they believe is inaccurate or procedures and services that guide students misleading. They should write the Universi- during enrollment at DMU. New students are ty official responsible for the record, clearly introduced to the policies and procedures identify the part of the record they want contained in the Handbook at Orientation. changed and specify why it is inaccurate or misleading. If the University decides not to Transcripts and Confidentiality amend the record as requested by the stu- A written request and payment of the dent, the University will notify the student appropriate fee by the student is required of the decision and advise the student of his for each transcript. Written consent of the or her right to a hearing regarding the re- student is required for disclosure of other quest for amendment. Additional informa- personally identifiable information from the tion regarding the hearing procedures will education records of the student, other than be provided to the student when notified of directory information, except for disclosure of the right to a hearing. such other records to (1) University officials, in- 3) The right to consent to disclosures of per- cluding faculty, who have education interests; sonally identifiable information contained (2) officials of another school or school system in the student’s education records, except in which the student seeks or intends to en- to the extent that the FERPA authorizes roll; (3) certain authorized representatives of disclosure without consent. One exception state and federal agencies; (4) persons and/or that permits disclosure without consent is organizations designated by the University to disclosure to school officials with legitimate perform specified management or administra- educational interests. A school official is a tive tasks; and (5) lenders or lending agencies person employed by the University in an to whom a student has applied for financial administrative, supervisory, academic or aid, as may be necessary for such purposes. research or support staff position (including The University will, on request, provide to law enforcement and health staff); a person any student the content of his or her educa- or company with whom the University has tion records to ensure that the information is contracted (such as an attorney, auditor or accurate and is not misleading or otherwise in collection agent); a person serving on the violation of the privacy or other rights of the grievance committee or assisting another student. Transcripts will not be issued to, or school official in performing his/her duties. on behalf of, any student or graduate who has A school official has a legitimate education- delinquent financial obligations to the Univer- al interest if the official needs to review an sity. It is the policy of the University to comply education record in order to fulfill his/her fully with the rules, regulations and intent of professional responsibility. The second Section 438 of the Family Educational Rights exception that permits disclosure without and Privacy Act of 1974, otherwise known as consent is “directory information.” Data the Buckley Amendment (see below). considered by DMU to be directory infor- Notification of Rights: Family Educational mation is listed on the “Release of Student Rights and Privacy Act (FERPA) FERPA affords Educational & Directory Information” form, students certain rights with respect to their which can be requested at the Office of education records. the Registrar. They are: 4) The right to file a complaint with the U.S.

45 to patients. Through the availability of PAs, Accreditation physicians have been able to concentrate on The Physician Assistant Program is ap- patients with more complex medical prob- proved by the Iowa Board of Medical Exam- lems. iners and is accredited by the Accreditation Master of Science in Review Commission on Education for the Physician Assistant Objectives Physician Assistant (ARC–PA). The program provides students with the Studies skills necessary to function effectively as National Certification health care providers. Program emphasis is on Students who satisfactorily complete physician assistant (PA) is a preventive health care, whereby students are the requirements for graduation from the health care professional who educated to consider the major problems of Physician Assistant Program of the College of A practices medicine with the the patient and recognize the effects of those Health Sciences are eligible to take the Physi- supervision of a physician. In 1971, Iowa problems on other systems. cian Assistant National Certifying Examination became one of the first states to enact The program prepares students to: (PANCE) given by the National Commission enabling legislation for physician assis- • Obtain thorough medical histories on Certification of Physician Assistants. Those tants. Acting on recommendations from • Perform comprehensive physical earning a passing score on this examination the Iowa Medical Society Committee examinations are granted certification, which is one of the on Physician Assistants, the 64th Iowa • Order and evaluate diagnostic tests requirements to practice as a physician as- General Assembly approved the Physi- • Formulate diagnoses sistant in most states. Certification is indicated cian Assistant Practice Act, Iowa Code • Recommend, prescribe and perform by the designation PA–C behind a physician 148c, which was signed into law in May routine therapeutic procedures assistant’s name. 1971. This law permits PAs to render • Assist in a hospital setting medical services with the supervision • Assist in the delivery of services in of a licensed physician and according outpatient settings Admission Process to regulation by the Board of Physician • Participate in the evaluation and treatment Assistant Examiners. of patients in life-threatening situations The Physician Assistant Program is pledged The first PAs were practicing in Iowa • Instruct and counsel patients in matters to the admission and matriculation of quali- in late 1972. Today there are approxi- related to their physical and mental health fied students and acknowledges awareness mately 700 PAs distributed throughout • Become a member of the community of laws which prohibit discrimination against the state. State legislation allowing PAs health care team anyone on the basis of race, color, religion, to prescribe medications was passed in gender, national origin, ancestry, sexual orien- 1992 and further legislation, in 2006, al- Education Program tation, age, disability, marital status, citizen- lows PAs in Iowa to prescribe Schedule The curriculum is designed to meet the ship or any other characteristic protected by II stimulants. needs of students who will be working law. Regarding disabled individuals, the Physi- with physicians in primary care and medical cian Assistant Program will not discriminate Mission specialties. The 25-month, interdisciplinary against such individuals who are otherwise The Physician Assistant Program is education program emphasizes the interre- qualified, but will expect applicants and stu- committed to the development of highly lationships of various functions and systems dents to meet certain minimal technical stan- competent and compassionate health of the body, and makes students aware of dards as set forth herein. In adopting these care providers through an intensive the unique social, psychological and medical standards, the Program must keep in mind the didactic and hands-on clinical needs of each patient. ultimate safety of the patients its graduates education. Their unique working rela- During the didactic phase, students will eventually care for. The standards reflect tionship with physicians and the health complete courses in the clinical and basic reasonable expectations of physician assistant care team offers a more efficient and sciences. This experience is followed by students in performing common functions. effective health care delivery system. clinical rotations in various primary care Key to this foundational philosophy is and specialty settings. During the final month Minimal Technical Standards for the premise that physician assistants are of instruction, students return to campus Admission and Matriculation dedicated to four core values: to conclude instruction and present their The holder of a PA certificate must have the • Prevention of disease master’s projects. The various curricular knowledge and skills to function in a broad • Maintenance of health experiences are complementary so that variety of clinical situations and to render a • Patient education students can clearly see the correlation be- wide spectrum of patient care. In order to • Treatment of disease tween theory and practice. carry out the activities described below, candidates for the Physician Assistant Program Philosophy Degree must be able to consistently, quickly and Des Moines University believes there is a All students who complete the program accurately integrate all information received, need and a place on the primary health care are awarded a Master of Science in Physician and must have the ability to learn, integrate, team for intermediate-level care providers. Assistant Studies degree and a certificate analyze and synthesize data. The utilization of physician assistants for more of completion of an accredited Physician A candidate for the Physician Assistant Pro- than 40 years has demonstrated that PAs Assistant program. gram must have the abilities and skills of eight provide quality, cost-effective medical care varieties, including: observation; communica- 46 tion; motor; sensory; strength and mobility; associated with daily practice as a physician Admission Requirements visual integration; intellectual, conceptual, assistant. integrative and quantitative; and behavioral 6. Visual Integration: Consistent with the Candidates for admission to the Physician and social. Technological compensation can ability to assess asymmetry, range of Assistant Program must meet the following be made for handicaps in some of these areas, motion and tissue texture changes, it is requirements: but a candidate must be able to perform in a necessary for candidates and students to reasonably independent manner. have adequate visual capabilities for proper Undergraduate Preparation evaluation and treatment integration. Applicants must have a bachelor’s degree Technical Standards 7. Intellectual, Conceptual, Integrative and and a minimum cumulative grade point aver- 1. Observation: Candidates and students Quantitative Abilities: Candidates and age of 2.8 on a 4.0 scale. All courses must be must have sufficient vision to be able to students must be able to concentrate, ana- completed at regionally accredited institu- observe demonstrations, experiments and lyze and interpret data and make decisions tions within the United States, or foreign laboratory exercises held throughout the within areas in which there is a reasonable equivalents, and must include: program. They must be able to observe a amount of visual and auditory distraction. • Biology – 16 semester hours. A semester patient accurately at a distance and close They must also perform these functions in each of human anatomy, physiology, micro- at hand. a timely manner and under a reasonable biology and genetics. Exercise science and 2. Communication: Candidates and students amount of stress since physician assistants physical education courses do not count should be able to speak, hear and observe are expected to be able to perform such toward biology prerequisites. in order to elicit information, examine duties in diverse clinical settings where • Chemistry – 16 semester hours. A semester patients, describe changes in mood, activity others may be present and where there is each of inorganic chemistry, organic chemis- and posture and perceive nonverbal com- a certain degree of noise. Candidates and try and biochemistry. munication. They must be able to com- students must be able to accurately write • English – 6 semester hours. A semester each municate effectively and sensitively with prescriptions, accurately perform basic of English composition and speech. patients. Communication includes not only mathematical functions, and accurately and • Psychology – 9 semester hours. Must in- speech but also reading and writing. They quickly read charts with minimal error in clude a course in abnormal psychology. must also be able to communicate effec- areas where there may be distractions. The • Additional course work – Other academic tively and efficiently in oral and written form practice of medicine demands the ability to requirements include a semester each of with all members of the health care team. integrate and process information promptly biostatistics or statistics and medical 3. Motor: Candidates and students should and accurately in a time-sensitive environ- terminology. have sufficient motor function to execute ment. Candidates must be able to draw on • Graduate Record Examination – Graduate movements reasonably required to provide their store of knowledge in emergency situ- Record Examination (GRE) scores must be general care and emergency treatment to ations and under time limitations. submitted to complete your application. patients. Examples of emergency treatment 8. Behavioral and Social Attributes: • Practical Experience – Applicants must reasonably required of physician assistants Candidates and students must possess the have completed a minimum of 750 clock are cardiopulmonary resuscitation, admin- emotional health required for full utilization hours of direct patient-care experience in istration of intravenous medication, the of their intellectual abilities, the exercise of health care. Experiences may be combined, application of pressure to stop bleeding, the good judgment, the prompt completion of but must involve hands-on care of patients. opening of obstructed airways, the suturing all responsibilities attendant to the diag- Job shadowing of a physician assistant is of simple wounds and the performance of nosis and care of patients and the devel- required for at least a portion of the health simple obstetrical maneuvers. Such actions opment of mature, sensitive and effective care experience. require coordination of both gross and fine relationships with patients. Candidates and muscular movements, equilibrium and func- students must be able to tolerate physi- Prerequisite courses must be completed tional use of the senses of touch and vision. cally taxing workloads, adapt to changing before registration in June. All prerequisite 4. Sensory: Since physician assistant candi- environments, display flexibility and learn courses need to be completed at a regionally- dates and students need enhanced ability to function in the face of uncertainties accredited institution or foreign equivalent. in their sensory skills, it would be neces- inherent in the clinical problems of many In addition, all prerequisite courses must sary to thoroughly evaluate for candidacy patients. Compassion, integrity, concern be completed for graded credit; pass/fail is individuals who are otherwise qualified for others, interpersonal skills, interest and not accepted. No grade below a C- will be but who have significant tactile, sensory motivation are all personal qualities that accepted for a prerequisite. Graduate Record or proprioceptive disabilities. This would will be assessed during the admissions and Examination (GRE) scores must also be sub- include individuals with significant previ- educational processes. mitted. ous burns, sensory motor deficits, cicatrix formation and many malformations of the The Physician Assistant Program will at- Permanent Residents upper extremities. tempt to develop creative ways of opening Applicants who are legal permanent 5. Strength and Mobility: Performing as a the program curriculum to competitive, quali- residents of the U.S. are required to provide a physician assistant student often requires fied disabled individuals. In doing so, how- copy of their permanent resident card (“green upright posture with sufficient lower -ex ever, the program must maintain the integrity card”) prior to admission. NOTE: Permanent tremity and body strength. Such strength of its curriculum and preserve those elements residency status “pending” is not eligible for and mobility are needed to assist in surgery, deemed essential to educating admission. emergency situations and activities physician assistants.

47 Non-U.S. Citizens Master of Health Care Administration (M.H.A.) Curriculum Overview Applicants who are not U.S. citizens or per- degree or a Master of Public Health (M.P.H.) manent residents should review the informa- degree. Students interested in this option The Physician Assistant Program is 25 tion for international students on page 10. should contact the Office of Enrollment Man- months in length. The first year is devoted agement for additional information. to classroom and laboratory instruction. The second year is devoted to clinical experience Application with the final month allowing for final exami- Admission Procedures nations, presentation of master’s projects and Applications for admission are processed curriculum finalization. The academic calendar by the Central Application Service for Physi- Direct any correspondence or inquiries includes no extended vacation periods, but cian Assistants (CASPA), and must be sub- concerning admission to: does provide short breaks in the fall, winter mitted by December 1 of the year prior to PA Admission and spring of the first year and two weeks dur- anticipated matriculation. Applications are Des Moines University ing the second year. completed online at www.caspaonline.org. 3200 Grand Avenue Des Moines, Iowa 50312-4198 Interview (515) 271-7854 or 1-800-240-2767, First Year Interviews are required for admission ext. 7854, www.dmu.edu/CHS/PA Anatomy...... 6.5 credits to the PA Program. The most competitive Email: [email protected] Clinical Pt Assessment...... 2 credits applicants will be invited for on-campus Clinical Skills...... 3 credits interviews, which are held each year from Procedures for Accepted Students CPLM I...... 8 credits August through March. Because of our policy • After the interview, applicants will be noti- CPLM II...... 10 credits of rolling admissions, it is to your advantage fied of the decision of the Admissions Com- CPLM III...... 9.5 credits to apply as early as possible. mittee. Accepted applicants will be required CPLM IV...... 6 credits Concerning application and admission: to respond with a $250 seat deposit confirm- Ethics...... 1.5 credits The number of applicants to the program ing acceptance of the admission offer. This FLEX Comm Training...... 1 credits far exceeds the number of seats available. deposit will be applied toward tuition at the Intro HC Delivery Systems...... 2 credits Successful candidates typically have grade time of registration. Medical Genetics...... 1 credits point averages and patient contact experi- • Students must have a physical examination Medical Pharmacology...... 5.5 credits ence that significantly exceed the minimum and complete an immunization report be- Micro / Immunology...... 2.5 credits requirements for application. fore registration. Students admitted shortly PA Professional Issues...... 1 credits Meeting minimum requirements does not before classes begin will have four weeks to Phys / Pathophys...... 6 credits guarantee an interview or admission. complete this requirement. A complete list- Physical Diagnosis...... 2.5 credits ing of required immunizations is supplied to Research & Epidemiology...... 1 credits Misrepresentation students before orientation. Misrepresentation in, or omission from, ad- • Students must have medical insurance SECOND YEAR missions credentials, particularly concerning coverage that provides comprehensive Clinical Rotations previous felony or misdemeanor convictions, major medical benefits. Students must will constitute improper behavior under the present proof of coverage at registration. Student Evaluation Mechanism provisions of Information is supplied to students before Year I – Course Descriptions the Student Handbook. orientation. • Students must complete a criminal back- The following courses and clinical precep- Multiple Applications ground check. Results must be released to torships are required of all physician assistant Concerning students applying to the DMU prior to matriculation. The cost of this students. Generally, this sequence will be fol- University for the first time: First-time enter- process will be paid by the applicant. lowed, although the faculty reserve the right ing students may apply to only one clinical to make modifications in title, content, and program at a time. Multiple applications to Admission into the program may be order or length of teaching time. PA students clinical programs will not be accepted or revoked if misrepresentations or omissions take courses and follow rotations unique to processed. from the application are noted in the Verified the program. Faculty are drawn from each of Concerning currently enrolled students: Credientials report. the University’s colleges. Enrolled students in the final year of their Acceptance fees and tuition are partly respective programs who anticipate comple- refundable in accordance with the schedules Clinical Patient Assessment: This course tion of a DMU degree may apply for admission published in this catalog. Refer to the section builds upon the concepts learned during the to another University program. If accepted, titled “Tuition and Financial Aid.” No other physical diagnosis course. Students take the students must complete the full curricu- refund schedule will apply. The Board of concepts of history and physical exam and lum. Other students not completing a DMU Trustees of the University reserves the right to critical thinking and apply them to case stud- program who wish to transfer must withdraw change tuition and fees at any time. ies. DMU’s Standardized Performance Assess- from the University and apply for admission All questions on admission procedures ment Lab (SPAL) and the human simulation through the appropriate application process. should be directed to the PA Program admis- lab are utilized during this course. The SPAL Students enrolled in the PA Program may sions coordinator. includes interactions with live patients trained be eligible for dual-enrollment leading to a to act out a particular disease or condition. 48 Students in this setting, under the observation provided. agnosis of the representative diseases as well of a clinician proctor, are required to perform as basic principles and clinical relevance of a thorough history and physical exam, order Clinically-Oriented Anatomy: An integrated immune mechanisms. The Clinical Preventive lab work and/or X-rays or procedures, if appli- anatomical approach to the study of hu- Laboratory Medicine courses that follow will cable, determine a diagnosis and a differential man body structure. Lectures systematically integrate segments that focus on infectious diagnosis and formulate a treatment plan. If take the student from the microscopic level diseases from the organ/system perspec- necessary, they may also be required to write through the formation of organ systems, with tive rather than from the perspective of the a prescription. They will also be expected to emphasis on the interdependence of these infectious disease agents. Following mastery discuss the treatment plan with the patient, systems. Functional concepts and internal of this information, the student will be able to which may include explaining diagnostic structure are related to surface anatomy as expand his/her knowledge of other diseases. tests, treatment modalities, patient education a basis for performing a physical examina- and follow-up. This is all done while students tion. Portions of this course will incorporate Introduction to Ethics: Ethical concerns are are being videotaped. Immediately after the “living anatomy,” i.e., normal living structure taking a larger role in the world of modern patient interaction session is completed, a and function. Also included in this course is medicine. Important topics such as informed clinician sits down with each student and cri- anatomic radiography, which emphasizes consent, end of life and quality of life issues tiques the session. Students are then required normal radiological structures and prepares will be explored. The general ethical conduct to write a SOAP note, and a PA faculty mem- students for later clinical lectures that empha- of the physician assistant in the clinical setting ber critiques this as well. The videotape may size abnormal radiographs during the Clinical will be discussed and general guidelines of be used for further review and analysis. Preventive Laboratory Medicine series. conduct and ethical practice will be presented. Lecture instruction with small group Clinical Preventive Laboratory Medicine 1, FLEX-Care Communication Training: Early discussion of common ethical concerns. 2, 3 and 4 (CPLM 1, 2, 3 and 4): The Clinical and throughout the program students will Preventive Laboratory Medicine courses build receive an introduction to Carl Jung’s psycho- Introduction to the Healthcare Delivery upon the basic and clinical sciences already logical type theory to help them understand Systems: Today’s health care practitioners offered to present the disease processes of themselves better, understand how others are are faced with a complicated and confusing body systems in terms of etiology, historical naturally different from them, and they will system of delivery and management of care. data, clinical signs and symptoms, diagnosis, learn how to use this theory to enrich their This course will introduce students to many current treatment to include medications education experience and medical practice. issues that they will face on a daily basis in and lifestyle changes of common disease This training includes an opportunity for them the delivery of health care. Various issues of processes and the interrelationship of body to complete the Myers-Briggs Type Indicator concern will be covered, such as Medicare and systems in the makeup of the whole patient, (MBTI). Medicaid reimbursement, access to care and as well as prognosis. Major emphasis is on managed care. etiology of disease, pathology, pathophysiol- Graduate Project: The Physician Assistant ogy, pertinent preventive medicine initiatives Graduate Project is designed to provide the Medical Genetics: This course covers the in- and nutritional concerns, pertinent laboratory physician assistant student with the opportu- troductory concepts of genomic medicine. The medicine perspectives, and radiographical nity to gather further information on course addresses the genetic mechanism of concerns. The Clinical Preventive Laboratory a selected medical topic. Using skills and infor- health and disease, the genetic family history, Medicine courses provide an integrated ap- mation gained through the didactic phase of clinical decisions as a result of genetic testing proach to several subdivisions that divide the the physician assistant curriculum, especially and medical paradigm. course content by clinical specialty or system. topics included in MSPA 1395, Research and CPLM 1 includes EKG/Heart sounds, women’s Epidemiological Principles, students define a Orientation Skills: This noncredit event will health, ophthalmology, pediatrics, and der- topic and research method that will be used provide survival skills necessary to succeed as matology. CPLM 2 includes gastroenterology, to complete the project. The project and a student in a rigorous, professional program. psychiatry, endocrinology, and cardiology/ course conclude with a properly written work Students will have a chance to meet and talk hematology. CPLM 3 includes otorhinolaryn- using formatting and style standards set by with many university administrative and fac- gology, respiratory medicine, neurology, and the American Psychological Association (APA). ulty personnel, as well as education specialists renal medicine and CPLM 4 includes rheuma- Students also are responsible for an oral pre- who will discuss organizational and study tology/orthopedics, emergency medicine, and sentation of the project to the PA faculty, stu- skills. Expectations based on the student geriatrics. dents, and University community. Key lectures handbook regarding general policies, exam are presented prior to the rotation year. procedures and grades, promotion, profes- Clinical Skills: Mastery of the essential hands- sional, behavior, etc. will be discussed. In on clinical skills of daily practice is required Immunology/Microbiology: This course is an addition, a tour of the University’s campus and to provide competent care in today’s busy overview of medical microbiology – immunol- its many positive attributes will be conducted practice setting. This course will ensure the ogy, bacteriology, virology, mycology and along with an introduction to the library student is proficient in Basic Life Support (BLS) parasitology. The major goal of the course is and computer applications that will be used and Advanced Cardiac Life Support (ACLS) to enable the student to develop an appre- throughout the curriculum. prior to beginning the clinical rotational year. ciation and understanding of the methods In addition, instruction in Basic Surgical Skills, whereby infectious agents cause disease. The PA Professional Issues: This course provides such as basic aseptic technique and suturing; emphasis will be on etiology, epidemiology, information regarding the role of the physi- and casting and splinting techniques will be pathogenesis, clinical manifestations and di- cian assistant in today’s medical environment

49 as well as a historical perspective. Legal and ing the disease process. Students can expect to be assigned to legislative issues are discussed, including clinical preceptorships outside the Des Moines licensing, credentialing, billing, coding and Research and Epidemiological Principles: area, including out-of-state sites. Costs for national certification. Understanding the epidemiology of disease housing and transportation associated with is one of the basic pillars of clinical reasoning, these preceptorships are the responsibility of Pharmacology: This course focuses on the physical examination and developing a diag- the student. However, some clinical sites have fundamentals of rational drug therapy. The nosis. In addition to understanding epidemi- no-cost or low-cost housing available as well major categories of pharmaceuticals are ology, the practicing clinician must read and as meals provided by the hospital. All clinical presented, e.g., antimicrobial, antihyperten- stay attuned to the most recent innovations rotations are conducted under the supervi- sives, cardiac antiarrhythmics, anticoagu- in medicine. This involves research and the sion of physician and/or physician assistant lants, cancer chemotherapeutic agents and ability to critically review and understand the supervisors and/or nurse practitioners. psychotropic drugs. Within each category literature and use that information to improve the indications, contraindications, toxicity the delivery of health care. Research design, NOTE: The College of Health Sciences offers an and interactions are presented. As a part biostatistics, as well as a social and behavioral education program for physician assistants of general pharmacology, there are clinical approaches to health will be explored. This embracing the most current and complete pharmacology lectures/labs for prescription course will help prepare the student for the information and teaching techniques. The writing, drug safety and regulation concerns master’s research project conducted during College reserves the right to modify the curricu- to better prepare our students for the clinical the second year of the program. lum in response to faculty initiatives, develop- pharmacology portion of the Clinical Preven- ments in the state of the teaching arts, research tive Laboratory Medicine courses as well as findings and recommendations from the Board other areas in the curriculum. of Trustees, the Advisory Board to the Physi- Year II – Description of cian Assistant Program and/or the Commission Physical Diagnosis: The physician assistant Clinical Preceptorships on Accreditation of Allied Health Educational has gained a national reputation for perform- Programs, the Iowa Board of Physician Assis- ing a high-quality history and physical exami- Adult Primary Care: Twelve weeks with tant Examiners and the Iowa Board of Medical nation. This course is designed to provide the emphasis on evaluation of common medical Examiners. student with a systematic and clinical reason- problems in adult primary care, the role of the ing approach to efficiently gather historical hospital in the delivery of integrated primary and physical findings. Once accomplished, this care services and the specific needs of rural Academic Standards information can then be used to determine communities and women. and Guidelines a diagnosis and differential diagnosis, and formulate a treatment plan. In the event that a Elective: Twelve weeks of electives, which The College has developed a detailed diagnosis cannot be ascertained, information may include cardiovascular surgery, infectious Student Handbook available to each student already gathered may be used as a basis for disease, tropical medicine and many other at registration. The handbook contains com- further testing or proper referral to a special- areas of specialization. Experiences will be plete information on academic standards and ized health care provider. Presentation of provided in geriatrics, pediatrics and women’s guidelines. Consult this handbook for policies the course is by lecture and coordinated lab health. regarding promotions, academic difficulties, sessions to enhance the student’s learning. dismissals, leaves of absence and withdrawals. Students may also be given the opportunity Emergency Medicine: Four weeks covering to participate in assigned clinical experiences initial assessment and stabilization of patients Registration with practicing physician assistants or physi- in the emergency setting. Includes suturing, Notification of availability and location cians that employ physician assistants. Exami- casting and serving as a member of the emer- of registration forms will be made via the nations throughout the course are used as a gency response team. student portal. (For more detailed information teaching/learning tool that not only measures regarding University registration policies and knowledge, but also serves to further educate. Family Practice: Twelve weeks of clinical procedures, refer to the Student Handbook.) The students are also provided with a self- experience in family practice medicine. Con- study refresher of medical terminology. cepts and techniques studied in the preclinical Religious Holidays year are applied. Emphasizes development The administration and faculty are sensitive Physiology/Pathophysiology: This is a of the knowledge and skills needed to assess to the diverse religious affiliations of students. clinically oriented course that will provide and manage common medical problems with If an examination or other University activity is instruction on the overall physiology of the physician supervision. scheduled on the same day as a religious holi- human body as well as show how those pro- day, the student should contact the appropri- cesses break down or malfunction in times of Psychiatry: Four weeks focusing on the evaluate faculty member to request other arrange- infection, disease, trauma and aging. Students ation, intervention and management of the ments to complete the scheduled activity. will be able to use this information to more psychiatric patient. effectively diagnose and treat their patients, as Incomplete Grades well as provide students with information that Surgery: Four weeks of evaluation and When a student is unable to complete a they may use to educate their patients regard- management of common surgical problems, course during the time allowed, an incom- including preoperative workup, first assist in plete grade can be arranged. The incomplete surgery and postoperative follow-up. grade is not a final grade, and will be replaced

50 at a later time with the actual grade earned. in assessing and solving problems for the To receive an incomplete grade, the promotion of public health practice. student must contact the instructor. Assign- 4. Community: We value a connectedness ment of an incomplete grade must be agreed with community organizations and groups upon by the instructor, and a completion-date Master of Public Health in efforts to promote student learning and deadline must be determined. If the incom- professional growth with emphasis on plete grade is not remedied by that time, the he master of public health program vulnerable population needs. grade will be changed to an “F.” was designed to support profes- Tsionals working in public health Grading System who want to further their education Educational Goals To achieve uniformity, the following proce- while remaining employed. Students and Objectives dures are followed: will develop professional competencies 1. Before a grade is sent by the Dean to by enhancing their knowledge, skills Educational Goal the Registrar, it will be approved by the and understanding of public health is- To deliver core public health competencies responsible faculty. sues. Courses provide an opportunity through a stimulating educational experience 2. Letter grades and point values: for health professionals and health using practiced professionals, practitioner 93-100% A 4.0 profession students to further develop scholars and faculty to meet the needs of a 90-92 A– 3.7 their skills to lead community efforts in highly motivated student body where feed- 87-89 B+ 3.3 improving the health of populations. The back is sought and incorporated in a continu- 83-86 B 3.0 DMU M.P.H. Program is fully accredited ous evaluation of the program. 80-82 B– 2.7 through the Council on Education for 77-79 C+ 2.3 Public Health (CEPH). Service Goal 75-76 C 2.0 To provide leadership to the public health Below 75 F 0.0 Mission communities through active service on 3. Clinical preceptorships are graded on a The DMU Master of Public Health boards and committees, provide public health pass/fail basis. Subjective evaluations are (M.P.H.) Program serves humanity by content expertise to the larger community submitted by clinical supervisors. Written advancing and disseminating core public of health care and serve as mentors and comprehensive examinations are adminis- health knowledge by teaching, research examples to public health students in com- tered at the end of the second year. and practice in an active partnership munity service. with our students and the public health Financial Aid Eligibility community. Research Goal Students must show satisfactory academic To advance public health knowledge from progress to remain eligible for financial aid. Vision an evidence-based perspective, translate For specific eligibility requirements, refer to The DMU M.P.H. Program will build a evidence-based knowledge into the public the section of this catalog titled “Tuition and community of educated, ethical and health curriculum and facilitate the transfer of Financial Aid.” inquisitive high-functioning profession- new knowledge into public health practice. als who are capable and driven to invoke Graduation changes in public health promotion and Educational Objectives To be eligible for graduation, a student must: disease prevention. 1. DMU M.P.H. will offer a core curriculum that 1. Pass all prescribed courses, systems, includes epidemiology, biostatistics, public rotations and examinations, with a mini- Values health administration and management, mum cumulative average of 75%, unless 1. Education: We value a high quality educa- behavioral science, occupational and envi- otherwise stated. tional experience where practiced profes- ronment health, program evaluation, ethics 2. Be of good moral character and sionals share their experiences, beliefs and and a culminating capstone experience. emotionally stable. process of development guiding students 2. DMU M.P.H. will use technology to enhance 3. Show professional promise in the through curriculum and public health teaching strategies. judgment of the faculty, and receive the understanding. 3. DMU M.P.H. will provide opportunities for faculty’s recommendation for graduation. 2. Students: We value the diverse personal public health research. 4. Satisfactorily discharge all financial and professional life experiences of each 4. DMU M.P.H. will provide opportunities for obligations to the University. student; their willingness and desire to professional experiences. 5. Attend graduation ceremonies, at which engage in the program with fellow students 5. DMU M.P.H. will utilize community profes- time the degree is conferred. Students and peer professionals; and how their sionals in the delivery and governance of graduating at midterm may be granted an involvement shapes the delivery of the the curriculum. exception to this requirement. curriculum for a unique and evolving classroom experience. Service Objectives 3. Evidence-based practice: We value enhanc- M.P.H. Program students, faculty and ing the curriculum through an active part- practitioner scholars will provide service and nership between students, faculty and the leadership through: community in identifying authentic public 1. Membership on committees and boards health issues where students are involved 2. Consulting activities relating to promotion

51 of public health MPH 653 – Public Health Administration use of multivariate statistical techniques. Stu- 3. Public presentations and seminars for the & Management...... 3 dents will learn to apply statistical techniques benefit of students, alumni, faculty, health MPH 654 – Behavioral Sciences & Health...... 3 for decision making and/or research data care executives and the local community MPH 655 – Epidemiology ...... 3 analysis. This course serves as foundation for 4. Student internships and field projects MPH 657 – Survey of Human Health & Epidemiology (MPH 655) and Health Services Disease*...... 3 Program Evaluation (MPH/MHA 645). Research Objectives MPH 671 – Community Research Methods..... 3 The DMU M.P.H. Program will develop and MPH 658 – Public Health Internship...... 3 MPH 657 Survey of Human Health and maintain a public health research agenda that MPH 660 – Public Health Capstone...... 2 Disease: Students are introduced to the fun- is collaborative in nature, promotes evidence- damentals of human physiology and organ based research opportunities for student Total Semester Hours of Core: ...... 39 systems and their relation to the mechanisms involvement and is reflective of current com- Total Semester Hours of Electives:...... 6 of acute and chronic diseases. Epidemiologic munity needs. Total Semester Hours for MPH:...... 45 data are combined with clinical data to provide an overview of major acute and chronic * Required for students who do not have clinical public health problems. Note: An exemption Degree Requirements experience. Students who do have clinical experi- from this required course is available for those ence, or knowledge in anatomy and physiology, with clinical training. 3 semester hours. The Master of Public Health Program should request to replace MPH 657 with 3 requires the completion of 45 semester hours additional elective credits. of course work to include the Required Core Block 2 Curriculum (38 semester hours) and elective courses (7 semester hours). The core courses Core Course Descriptions MPH 625 Health Care Financial Manage- provide a general foundation of knowledge ment I: This course provides a basic under- that is supplemented with electives reflecting Block 1 standing of health services financial manage- pertinent current events in public health. ment with emphasis on the discounted cash Through this program students will gain MPH 620 Introduction to Graduate School flow analysis, risk, financial statements, capital a strong generalist understanding of public and the M.P.H. Program: This course investments, debt and equity financing and health. Electives are continually reviewed and provides students with an orientation to the capital budgeting. It blends accounting and evaluated to ensure that current trends are M.P.H. program, and equips students with the finance concepts to enhance the health reflected. Therefore, availability of electives tools necessary to understand graduate level care manager’s decision-making skills using may change as needed. expectations. The course includes an over- accounting and finance theories, principles, Refer to the current term course calendar at view of M.P.H. curriculum, computer expecta- concepts and techniques most important to www.dmu.edu/mph/calendar. tions, library resources, professional behavior, managers in the health care industry. support services, outcomes assessment, 3 semester hours. Program Length writing skills, use of APA Style Manual, and Students have seven years from admission literature review resources. MPH 620 Must be MPH 645 Health Services Program Evalua- to complete the M.P.H. Program. taken within the first term of enrollment. tion: Principles of formal evaluation research 1 semester hour. Prerequisite: None methods in health care. Topics include: Program Format literature review, formulation of hypotheses, Classes for this degree are offered both in MPH 621 Overview of the U.S. Health Care research design, application of particular the classroom and online. System: The class will introduce students to designs to selected problems in health the current and historic organization of the care administration, relationship of statisti- U.S. health care system. The Systems Model cal processes to specific designs, sampling, M.P.H. Core Curriculum will be utilized to introduce the different instrumentation, data collection and analy- components of health care delivery. Topics sis, interpretation of research findings and Course Number and Title Credit Hours covered are: health services professionals, preparation of research reports. Students will MPH 620 – Introduction to graduate school medical technology, health services financing, complete projects applying methods covered (take during first term)...... 1 outpatient and primary care services, inpa- in the course to evaluation problems in health MPH 621 – Overview of the tient services, managed care and long-term care. 3 semester hours. U.S. Health Care System ...... 3 care. 3 semester hours. MPH 625 – Health Care Financial MPH 651 Occupational and Environmental Management I...... 3 MPH 650 Basic Statistics & Research: This Health: Students learn to identify and man- MPH 645 – Health Services Program is an introductory course that exposes the age physical, chemical, biological and other Evaluation...... 3 student to the use of statistical techniques for hazards in the environment and workplace. MPH 650 – Basic Statistics and Research...... 3 healthcare data analysis. Topics covered in- Contemporary environmental and occupa- MPH 651 – Occupational & clude research design, data acquisition, types tional health problems and issues related to Environmental Health...... 3 of data, univariate and bivariate data sum- public and community health are analyzed. MPH 652 – Public Health Ethical & marization techniques, tabular and graphical Topics include: environmental toxicology, Legal Issues...... 3 data presentation, inferential techniques us- health risk assessment, management and ing different theoretical distributions and the communication; air and water pollution

52 control; solid and hazardous waste manage- Students will learn multiple quantitative and ment; occupational injuries and diseases and qualitative approaches for collecting data, prevention. Discusses the role of the environ- as well as design, analysis and interpretation ment in human health and disease, the basic skills. 3 semester hours. principles of environmental health practice Master of Health Care and major issues in environmental health law MPH 658 Public Health Internship: Students Administration and policy. Students learn to evaluate and ad- work individually in a community health dress environmental and workplace hazards. setting or agency under the guidance of an he Master of Health Care Admin- 3 semester hours. agency staff member and a University super- istration program emphasizes visor. Students already working in a health practical knowledge students will MPH 653 Public Health Administration and care or related setting may elect to carry out a T use from day one. This real world focus Management: This course serves to support supervised research project based on original on management skills, leadership and developing, entry-level competencies in pub- research or a critical review or synthesis of advocacy will help students advance in lic health administration and management. the literature. 3 semester hours. Must have 24 today’s complex health care environ- Topics include leadership, mission and goal credits completed prior to internship. ment. Course content reflects the best definition, health data management, com- research and thinking in the health care munications in public health, management MPH 660 Capstone: This course serves as a industry today, immersing students in a of public health services, financial manage- culminating experience in which students are body of knowledge critical to effective ment and budgeting, quality improvement, expected to apply knowledge gained from health care management. outcomes assessment, strategic planning and their graduate experience. The course is de- The convenient course schedule al- marketing, health education and other emerg- signed to provide a final experience in which lows student continue working while ing topics necessary for the effective delivery students demonstrate mastery of content and earning a degree. Courses are offered in of public health services. Full-time faculty and allow an opportunity for closure and con- any combination – weekend, evening or practicing public health administrators teach nection between courses. The student will entirely online. this course. 3 semester hours. work with a public health agency to complete the project for the agency. The purpose of Mission MPH 654 Social and Behavioral Science: this course is to facilitate the integration and Des Moines University’s graduate As health care moves into an era of disease synthesis of content through critical thinking; program in Health Care Administration management, practitioners are increasingly it is also a turning point for the student from is dedicated to the preparation of indi- called upon to help patients change their be- formal education to professional practice. 2 viduals from diverse backgrounds in the havior and improve adherence to treatment. semester hours. Must have 24 credits com- education and experiences necessary for This course discusses the contribution of the pleted prior to capstone. management and leadership positions behavioral sciences to understanding health within the broad array of organizations behavior and the prevention and treatment of Electives making up the delivery of health care disease. Topics include: models for under- M.P.H. electives are offered on various top- to all segments of society. The program standing risk-taking behavior and implica- ics annually. M.P.H. students may select elec- accomplishes this mission through tions for health promotion; understanding the tive courses from the M.P.H. calendar or any teaching, research and service activities. role of social support in health maintenance; courses designated as M.P.H., Global Health effects of interventions in health care settings (GH) or Health Care Administration (M.H.A.). Vision on health behaviors; assessing environmental The DMU Master of Health Care and provider-related variables in psycho- Graduate Certificate Administration (M.H.A.) Program will logical models of health care utilization; The Graduate Certificate option is for pro- be recognized for its expertise in prepar- physiological and physical concomitants of fessionals who want to take classes in public ing students for entry, mid-level man- care giving; the need for proven, proactive health, but do not want to complete the re- agement, and leadership positions in interventions; and implications for health care quirements for a master’s degree. The certifi- health-related organizations serving the policy. 3 semester hours. cate program requires 20 semester hours, and delivery of health care services. is developed individually with the student’s MPH 655 Epidemiology: Introduces students advisor. No transfer credit is accepted toward Values to the principles of epidemiology, including: the M.P.H. graduate certificate. The faculty and staff of the M.H.A. historical overview; descriptive methods and Program at Des Moines University will sources of data; diagnostic screening; study exercise the following values in complet- designs; analytical tools; measures of asso- Admission CRITERIA, Policies ing their obligations to its stakeholders: ciation; bias and confounding. Emphasis is And Procedures • Delivery of a curriculum based on placed on the critical evaluation and inter- contemporary knowledge of the U.S. pretation of public health research, using ex- Please see page 53, after the Master of and global health care industry and amples from the literature. 3 semester hours. Health Care Administration Program informa- effective management and leadership tion, for policies and procedures for admission. practices MPH 671 Community Research Methods: • An emphasis on developing the This comprehensive course provides tools for processes that support effective conducting health research in the community. management and leadership practices 53 within health services delivery using business and health information in Community Service Goal • Dedication to demonstrating and decision-making The program thrives to provide service to developing an evidenced-based 5. Gain knowledge in statistical, quantitative academic, professional and community orga- practice approach inside and outside and economic analysis in decision-making nizations that offer services to the public and the classroom 6. Gain knowledge in legal and ethical health care community. • An interactive educational experience analysis applied to business and clinical involving faculty, students and men- decision-making Service Objectives tors in the delivery system along with 7. Describe organizational and governmental M.H.A. Program faculty provide: various stakeholder groups health policy formulation, implementation 1. Service to the program and College • Ownership of our own abilities, limita- and effect 2. Service and leadership to the University tions and commitment to role model 8. Assess and understand the health status 3. Service and leadership through member- our continued professional growth and of populations, determinants of health ship on boards and consulting activities that development and illness and manage health risks and utilize faculty members’ areas of expertise • A supportive learning environment behaviors in diverse populations 4. Service to health care organizations built on the individual experiences 9. Describe how the development, organi- through student internships and and professional goals of students zation, financing and measurement of field projects and faculty performance of health systems in diverse 5. Presentations and seminars for the benefit • A commitment to provide access to communities drawing broadly on the social of students, alumni, faculty, health care programming and services to all and behavioral sciences affect health care executives and the local community program students and faculty organizations 6. A solid foundation to students for a con- • The use a variety of current methods 10. Describe business and health outcomes tinuing service commitment to professional of teaching and research needed, measurement, process/outcome relation- and community organizations. including distance learning, to bring ships and methods for process improve- to students the best learning ment in health organizations experience possible 11. Discuss the integration of strategic and Degree Requirements • Committed to working with each stu- marketing planning processes in providing dent to ensure that proper placement direction to an organization. The Master of Health Care Administration and professional challenges exist for 12. To encourage entrepreneurism or a (M.H.A.) Program requires the completion of the individual and for the employing process to develop new alternatives to 45 semester hours of course work to include organization. align organization’s strengths with com- 38 semester hours of core courses and seven • A commitment to support work/life munity need. semester hours of elective courses. The core balance for students, faculty, staff and 13. To advance student achievement on the courses provide a general foundation of other stakeholders. NCHL competency model; pre-versus post- knowledge. Students may choose electives • A lifetime commitment to learn and program self-analysis. to reinforce an area of special interest or develop oneself in service to others. emphasis. Research Goal The following undergraduate courses or The research goal of the M.H.A. Program is content areas are suggested prerequisites for Educational GoalS to produce and disseminate new knowledge incoming students. and Objectives to the field of health administration; to ensure • Introductory accounting course that faculty scholarly output is utilized in the • Introductory computer course Educational Goal classroom; to ensure that it is relevant to the • Macro or micro economics course The educational goal of the program is to profession; and, to encourage students as provide M.H.A. students with a curriculum health services administrators to utilize health Program Length that prepares them for effective careers in services research in management practice. Students have seven years from admission health services management. to complete the M.H.A. Program. Research Objectives Educational Objectives The research objectives of the program are to: Upon completion of the M.H.A. Program, 1. Facilitate research among faculty and in col- M.H.A. Core Curriculum graduates will: laboration with other academic and health and Course Sequence 1. Understand the structuring and position- care organizations ing of health care organizations to achieve 2. Conduct research and present results of Course Number and Title Credit Hours optimum performance studies focused on managerial and organi- MHA 620 – Orientation 2. Know financial management of health care zational issues that will enhance health care (take within 6 credit hours) ...... 0 organizations under alternative financing delivery MHA 621 – Overview of the mechanisms 3. Continue to strengthen the level of U.S. Health Care System...... 3 3. Further develop skills in managing human external research support received by the MHA 622 – Organization of Health resources and health professionals in program faculty Systems...... 3 diverse organizations and environments 4. Integrate recent faculty research into teach- MHA 623 – Management of Health 4. Understand managing information ing activities through required readings, Organizations ...... 3 resources and collecting, analyzing and presentations or case studies 54 MHA 650 – Basic Statistics and Research...... 3 ment and leadership. The course reflects a Block 2 MHA 625 – Health Care Financial balance concern for organizational theory Management I...... 3 and behavior as well as the improvement of MHA 630 Health Care Financial Manage- MHA 630 – Health Care Financial management practices. 3 semester hours. ment II: This course provides students with a Management II...... 3 Suggested prerequisite: MHA/MPH 621. solid foundation in HMO premium rate setting MHA 632 – Legal and Ethical Issues in (PMPM rates) and cost accounting/manage- Health Care...... 3 MHA 623 Management of Health ment. The overall emphasis of the course is to MHA 631 – Health Information Systems Organizations: An introduction to theories develop a good understanding of how cost & Decision Analysis...... 3 and principles of management through the accounting tools are applied to health care MHA 644 – Health Care Economics framework of human resource management. facilities/providers, using case studies from and Policy...... 3 The purpose of this course is to help the different health care providers and organiza- MHA 645 – Health Services Program student learn how to manage and lead tions. The course requires students to prepare Evaluation...... 3 individuals and groups within health service a literature review paper for the efficiency of MHA 646– Entrepreneurship and organizations. Emphasis is placed on under- various health care organizations in order to Strategic Marketing...... 3 standing the basic functions of a manager and understand the market-driven health care MHA 640 - 643 – Administrative Internship.... 3 the role of leading. Major theories associated system. 3 semester hours. Prerequisite: Block 1 MHA 649 – Health Care Administration with motivating the individual in organiza- (MHA/MPH 620, MHA/MPH621, MHA 622, MHA Capstone...... 2 tional, interpersonal and group behavior, 623, MHA/MPH 650 and MHA 625). job design and organizational processes of Total Semester Hours of Core: ...... 38 decision making, communication, and change MHA 632 Legal and Ethical Issues in Health Total Semester Hours of Electives: ...... 7 are surveyed. Consideration is given to the Care: An overview of legal issues facing the Total Semester Hours for MHA: ...... 45 influence of the individual’s own value and health care industry that will provide students ethical framework upon the processes of man- with a basic working knowledge of health law aging and leading. Prerequisite or concurrent: and its application to real-world problems. Core Course Descriptions MHA/MPH 621. Equal time will be dedicated to a comprehensive analysis of the components of ethics for Block 1 MHA 650 Basic Statistics and Research: the health care administrator. Components This is an introductory course that exposes studied include: values clarification, ethical MHA 620 Program Orientation: This experi- the student to the use of statistical techniques issues of concern to health providers, legal ence is designed to serve as an orientation to for health care data analysis. Topics covered considerations in ethical issues, access to the M.H.A. and M.P.H. Programs. Students are include research design, data acquisition, health care, models of ethical thinking, organ required to be on campus. The orientation types of data, univariate and bivariate data procurement and transplantation, quality of includes an overview of: M.H.A. and M.P.H. summarization techniques, tabular and graph- life, definition of death, doctrine of informed curricula, computer expectations, library ical data presentation, inferential techniques consent, confidentiality, role and structure of resources, professional behavior, support using different theoretical distributions and hospital ethics committees and ethical deci- services, outcomes assessment, activities and the use of multivariate statistical techniques. sion making. 3 semester hours. Prerequisite: effective oral and written communication Students will learn to apply statistical tech- Block 1 (MHA/MPH 620, MHA/MPH621, MHA skills. The Program Orientation must be niques for decision making and/or research 622, MHA 623, MHA/MPH 650 and MHA 625). taken within the first 6 semester hours of data analysis. This course serves as prerequi- course work completed in the M.H.A. or M.P.H. site for Epidemiology (MPH 655) and Health MHA 631 Health Information Systems and Programs. 0 semester hours. Prerequisite: Services Program Evaluation (MHA/MPH 645). Decision Analysis: This course prepares None. Prerequisite: None. students to effectively use and manage health information. Topics include: the evolution, MHA 621 Overview of the U.S. Health Care MHA 625 Health Care Financial Manage- diffusion and management of health comput- System: The class will introduce students to ment I: This course provides a basic under- ing technology; strategies and methods for the current and historic organization of the standing of health services financial manage- planning, designing and implementing stra- U.S. health care system. The Systems Model ment with emphasis on the discounted tegic health information systems and health will be utilized to introduce the different cash flow analysis, risk, financial statements, decision support systems; human-computer components of health care delivery. Topics capital investments, debt and equity financing interactions and the use of techniques for op- covered are: health services professionals, and capital budgeting. It blends accounting erations research to increase production and medical technology, health services financing, and finance concepts to enhance the health efficiency. This course also includes the role of outpatient and primary care services, inpa- care manager’s decision-making skills using quantitative analysis in problem solving, lin- tient services, managed care and long-term accounting and finance theories, principles, ear programming, querying models, project care. 3 semester hours. Prerequisite: None. concepts and techniques most important to control and simulation as an alternative ap- managers in the health care industry. proach to management decisions. 3 semester MHA 622 Organization of Health Systems: 3 semester hours. Suggested prerequisite: hours. Prerequisite: Block 1 (MHA/MPH 620, A survey of contemporary organizational MHA/MPH 621. MHA/MPH621, MHA 622, MHA 623, MHA/MPH theory focusing on concepts relevant to 650 and MHA 625). health service organizations and systems. Emphasis will be placed on effective manage-

55 Block 3 registering for the Administrative Internship Nursing Home Administrator License should contact the Program office for course Our Long-Term Care Administration em- MHA 644 Health Care Economics and requirements. 3 semester hours. Prerequisites: phasis is the only graduate program in Iowa Policy: An introduction to the theoretical Block 1 + Block 2 (MHA 630, MHA 631 and approved by the Iowa Board of Examiners for foundations of health care economics and its MHA 632). Nursing Home Administrators. Completing application to the health care industry and the M.H.A. degree can fulfill the board criteria payment systems and to the field of health MHA 641 Administration Internship in to sit for the licensure exam in Iowa. For policy both at the national and state level. Long-Term Care Organizations: A super- licensure, the State of Iowa requires an intern- The course presents health care economics vised, on-site experience in development of ship in long-term care along with appropriate as a main source of rapid changes in health advanced managerial skills in long-term care course work. Long-term care offers growing care markets, and includes studies of provider organizations. Requires specific prior approval opportunities in Iowa and other states. behavior, insurance, expenditures, market and written documentation of achieving stat- structure, competition, costs, utilization and ed goals. Students interested in registering for Graduate Certificate access on the economics side and cost-and the Administrative Internship should contact The Graduate Certificate option is for pro- case-based reimbursement and capitation on the Program office for course requirements. 3 fessionals who want to take classes in Health the reimbursement side. This course will also semester hours. Prerequisites: Block 1 + Block Care Administration but do not want to com- provide students with an understanding of 2 (MHA 630, MHA 631 and MHA 632) plete the requirements for a master’s degree. the process of health policy analysis and its The Certificate program requires 20 semester implementation. 3 semester hours. Prereq- MHA 642 Competency-Based Administra- hours and is developed individually with the uisites: Block 1 + Block 2 (MHA 630, MHA 631 tion Internship in Long-Term Care Organi- student’s advisor. and MHA 632). zations: An accelerated version of MHA 641. 3 semester hours. Prerequisites: Block 1 + Block MHA 645 Health Services Program Evalua- 2 (MHA 630, MHA 631 and MHA 632). Admission Criteria – tion: Principles of formal evaluation research M.H.A., M.P.H. Programs methods in health care. Topics include: literature review, formulation of hypotheses, Block 4 To qualify for admission to the Health Care research design, application of particular Administration or Public Health Programs, designs to selected problems in health MHA 649 Health Care Administration applicants must: care administration, relationship of statisti- Capstone: This course serves a culminating 1. Have a posted baccalaureate degree from a cal processes to specific designs, sampling, experience in which students are expected regionally accredited college or university instrumentation, data collection and analysis, to apply knowledge gained from their (except as noted in the M.H.A. Early Accep- interpretation of research findings and prepa- graduate experience. The course is designed tance program) ration of research reports. Students to provide a final experience in which 2. Submit an application for admission to the will complete projects applying methods students demonstrate mastery of content appropriate program, with the following covered in the course to evaluation problems and allow an opportunity for closure and required supplemental documents: in health care. 3 semester hours. Prerequisites: connection between courses. The purpose • Work history/resume Block 1 + Block 2 (MHA 630, MHA 631 and of this capstone course is to facilitate the • Official transcripts from all colleges and MHA 632). integration and synthesis of content through universities attended critical thinking; it is also a turning point for • Satisfactory personal statement MHA 646 Entrepreneurship and Strategic the student from education to professional • One satisfactory letter of Marketing: A study of the nature and ap- practice. 2 semester hours. Prerequisites: recommendation (three letters for early plication of strategic management in health Block 1 + 2 + Block 3 (MHA 644, MHA/MPH admission M.H.A. program) care, including competitive analysis, corporate 645, MHA 646 and one of the following: MHA • Skills self-assessment form diversification strategies and strategy imple- 640, MHA 641, MHA 642 or MHA 643). (only for M.H.A. program) mentation and administration. This course • Application fee will also include an overview of the marketing Electives function as it relates to health care organiza- M.H.A. students may select elective Early Admission to the M.H.A. Program tions. Specific attention will be placed on the courses from the M.H.A. calendar or the Mas- Des Moines University offers early principles of marketing and the fundamental ter of Public Health curriculum (noted by the admission into the M.H.A. Program to quali- issues and decisions involved in planning and prefix M.P.H.). M.H.A. students are encouraged fied applicants who do not have a bachelor’s managing marketing activities. 3 semester to review the M.H.A. Program’s leadership degree. Admitted students must have a mini- hours. Prerequisites: Block 1 + Block 2 (MHA seminar series. These one-credit hour semi- mum of 90 semester hours of undergraduate 630, MHA 631 and MHA 632) + MHA 644. nars are available to help students continue credit complete, to include the following their development of M.H.A. leadership general education requirements: MHA 640 Administrative Internship: A competencies. Contact the program office for Composition – 6 semester hours supervised, on-site experience in develop- a complete list of available seminars. Humanities – 12 semester hours ment of advanced managerial skills in health Refer to the current-term course calendar Social Sciences – 9 semester hours care administration. Requires specific prior at www.dmu.edu/mha/calendar for core and Math & Science* – 12 semester hours approval and written documentation of elective course offerings. achieving stated goals. Students interested in * To include 3-4 semester hours of college algebra 56 Students are awarded a Master of Health MHA 623 – Management of Health Admission Policies & Care Administration (M.H.A.) degree after Organizations...... 3 Procedures completion of a total of 165 semester hours MPH 653 – Public Health Administration of course work of which a minimum of 60 & Management...... 3 You can obtain an application for admis- semester hours must be completed within the MPH 655 – Epidemiology...... 3 sion with instructions on the application M.H.A. Program. MHA/MPH 650 – Basic Statistics process and criteria for application evalua- and Research ...... 3 tion by contacting the program offices using Degree plan MPH 657 – Survey of Human Health the address below or by accessing the online & Disease*...... 3 application at www.dmu.edu/mph/admissions/ Required admission transfer credit – MHA/MPH 625 – Health Care Financial apply or www.dmu.edu/mha/admissions/apply. 90 semester hours Management I...... 3 M.H.A. Curriculum – 45 semester hours MHA 630 – Health Care Financial M.H.A./M.P.H. Admission Coordinator Elective Courses – 30 semester hours Management II...... 3 Des Moines University Minimum total semester hours for M.H.A. MHA 631 – Health Information Systems 3200 Grand Avenue degree – 165 & Decision Analysis...... 3 Des Moines, Iowa 50312-4198 MHA 632** – Legal and Ethical Issues (515) 271-1364 or Options for elective coursework in Health Care...... 3 (800) 240-2767, ext. 1364 For the additional 30 semester hours of MPH 651 – Occupational & Fax (515) 271-1363 elective course work, students will choose Environmental Health...... 3 Email: [email protected] between the following options: MPH 654 – Behavioral Science & Health...... 3 or [email protected] 1. Complete the entire requirement MHA 644 – Health Care Economics through the Health Care Administration and Policy...... 3 Completed applications are reviewed Program or the Public Health Program. MHA 646 – Entrepreneurship and by the faculty admissions committee and 2. Complete an area of concentration at an- Strategic Marketing...... 3 dean of the College of Health Sciences, who other regionally accredited institution. Those MHA/MPH 645 – Health Services will render a decision of regular admission, students electing this option will develop an Program Evaluation...... 3 conditional admission or denial of admission. area of concentration in conjunction with their MHA 640-643 – Administrative Internship...... 3 Notification of program admission will be academic advisor. Areas of concentration must MPH 658 – Public Health Internship...... 3 made by letter. support a major in health care administration. MHA 649 – Health Care Administration The M.H.A. and M.P.H. programs are sched- Examples of several appropriate concentration Capstone...... 2 uled in a trimester format, with trimesters areas include: gerontology, information sys- MPH 660 – Public Health Capstone...... 2 beginning each January, May and Septem- tems, public administration, business adminis- MPH 771 – Community Needs Assessment.... 3 ber. Applications are accepted on a rolling tration, accounting, public health and finance. basis, but all application documents must Students admitted into this program will Total Semester Hours of Core:...... 61 be received by the posted deadlines to be have seven years to complete all degree Total Semester Hours of Elective:...... 3 eligible for admission for the upcoming term. requirements. Total Semester Hours for Dual MHA/MPH:....64 Applicants must allow for adequate time for application materials to arrive at Des Moines * Required for students who do not have clinical University. If admission is granted, students M.H.A./M.P.H. Dual Degree experience should be prepared to begin financial aid paperwork immediately. Course registration A dual-degree option allows you to earn **Please note that the dual M.H.A./M.P.H. degree periods will be open for approximately both the M.P.H. and M.H.A. degrees. You can REQUIRES the MHA 632 course. 4 weeks, closing 2 weeks prior to the start accomplish this by completing 64 semester date of the trimester. hours. Individuals interested in pursuing the Transcript Evaluation M.P.H./M.H.A. dual degree must first select a If you have questions or want an evaluation Application deadlines are: primary program (M.P.H. or M.H.A.) to apply of your transcripts to determine the number * November 1 for the trimester which for admission. Once you have successfully of credit hours you need to meet admission begins in January completed nine credit hours within that pro- requirements, contact the health care admin- * March 1 for the summer trimester gram, you are eligible to apply for admission istration or public health admissions office at * July 1 for the trimester which begins in to the second program. The M.P.H./M.H.A. (515) 271-1364 or (800) 240-2767, ext. 1364, or September dual degree curriculum follows: email [email protected]. Permanent Residents M.H.A./M.P.H. Dual Degree Program Foreign Students Applicants who are legal permanent Residents of foreign countries wishing residents of the U.S. are required to provide Course Number and Title Credit Hours to apply for admission are advised to spend a copy of their permanent resident card MHA/MPH 620 – Orientation...... 0 at least one year at an accredited college or (“green card”) prior to admission. NOTE: MHA/MPH 621– Overview of the university in the United States. During this Permanent residency status “pending” is U.S. Health Care System...... 3 time, students can adjust to the cultural and not eligible for admission. MHA 622 – Organization of Health academic practices in the U.S. Systems...... 3

57 Non-U.S. Citizens nancial aid and/or deferment. If you withdraw ments or presentations in a format compatible Applicants who are not U.S. citizens or per- from a course, be sure to contact the Office with the current Microsoft Office Suite for the manent residents should review the informa- of Financial Aid if you have current student PC. Macintosh users may find that some of the tion for international students on page 10. loans. functions within the DMU Student Portal are Drop period dates for each trimester will limited. Des Moines University offers limited be published on the trimester course calendar support for Macintosh users. Academic Standards and in the course syllabus as well. Should Basic knowledge of computer and Internet and Guidelines for these dates conflict, the drop period date technology is necessary. For technology com- M.H.A./M.P.H. Programs published by the Office of the Registrar will petencies, refer to the website. take precedence. The College has developed a detailed For students withdrawing prior to the end Web Site Student Handbook available electronically of the trimester drop period: Tuition charge is For additional information on the program, to each student on the student portal. The reversed; current Change of Registration fee please refer to www.dmu.edu/admissions. handbook contains complete information on is charged; there is no record of the course on academic standards and guidelines. Consult the transcript. Religious Holidays this handbook for policies regarding promo- For students withdrawing after the tri- The administration and faculty are sensitive tions, academic difficulties, dismissals, leaves mester drop period: Full tuition is charged; to the diverse religious affiliations of students. of absence and withdrawals. Change of Registration fee does not apply; a If an examination or other University activity grade of W is recorded on transcript. is scheduled on the same day as a religious Registration Independent study courses, internships holiday, the student should contact the ap- Students wishing to enroll in a M.H.A. or and capstone projects are single-term cours- propriate faculty member, prior to the date, to M.P.H. course must complete registration for es. Although a student may be allowed twelve request other arrangements to complete the each course with the Office of the Registrar months for completion of an internship or scheduled activity. by completing the online form on the DMU project, credit hours contribute to financial website at www.dmu.edu/mha/calendar or aid and deferment eligibility only for the term www.dmu.edu/mph/calendar. Early registra- in which the original registration occurred. tion is encouraged (see calendar for open/ Trimester drop periods apply. close of registration period) as class sizes are limited. Registration dates are provided in the Questions should be directed to your advisor course calendar. Students wishing to register regarding withdrawals. for M.P.H. courses must be admitted into the M.P.H. program. Technology Requirements If at least six registrations are not received • Windows-based computers should have by the close of registration, the course may Windows XP or Vista, be Pentium IV or be canceled. The M.H.A./M.P.H. program as- higher, have a minimum 1 GB of RAM and 80 sistants will notify all registered students if a GBG hard drive, ethernet/modem adaptor course is canceled. and CD-R/DVD drive. Office 2000 or higher, Students may register for a course from Microsoft Internet Explorer 7 or comprable the time course dates are available until two and internet access are required. weeks prior to the trimester start date. An • Macintosh computers should have at initial roster for each course in the trimester minimum a G5 or Intel 1.0MHz processor is determined at the two-week deadline. The and be operating with OS X 10.4 or higher. A student’s prior tuition balance must be paid in minimum 1 GB of RAM and 80 GB hard disk full to allow registration. is required. A ethernet/modem adaptor, CD- R/DVD drive, Firefox 2.0 or higher and Office M.H.A. or M.P.H. Course Addition 2004 compatible programs are required. or Withdrawal Students may drop a course within two The web-based instructional system weeks (14 days) after the start of the trimes- is typically compatible with Macintosh ter. The dates of the drop period for each computers. However, students who use Ma- trimester will be published on the academic cintosh programs have experienced difficulty calendar. using the statistical software programs in the Students must complete and submit the required Basic Statistics and Research course. on-line withdrawal form. There is a $50 per- Students are responsible for making their course Change of Registration fee for sched- own arrangements to either check out a DMU ule changes/drops. Please note by completing laptop through the Student Help Desk or in the form during the drop period (the first two making their Macintosh work with the pro- weeks of the trimester), the student will avoid grams used by the M.P.H. and M.H.A. courses. a tuition charge. Students who use Macintosh computers may Changes in credit hours may affect your fi- need to save their word processing docu- 58 2. Students and graduates will exhibit 8. Students and graduates will manage lifelong learning behaviors for personal administrative duties/activities and professional growth. associated with patient care. a. Perform educational activities for health a. Serve as patient advocate/case manager Doctor of care providers and peers b. Determine the effectiveness and quality Physical Therapy b. Implement learning behaviors/skills into of service delivery clinical practice c. Determine the need for consultative he College of Health Sciences at c. Exhibit behaviors of the reflective services or referral Des Moines University offers an practitioner accredited entry-level program of d. Pursue advanced educational degrees/ 9. Students and graduates will provide care/ T consultation for health promotion and study in physical therapy. The program certificates/ specializations includes 34 months of academic study wellness in health care and community and supervised clinical internships 3. Students and graduates will engage in environments. leading to a Doctor of Physical Therapy service to the profession, university and (D.P.T.) degree. community. 10. Students and graduates will pass a. Perform educational activities culminating examinations. b. Participate in culturally diverse activities a. Clinical decision-making supported The Profession by evidence 4. Students and graduates will display moral, ethical and legal behaviors in The University’s D.P.T. Program reflects academic, health care and community the changing direction of the profession Admission Process environments. and continuous advancements in medicine. The American Physical Therapy Association The College of Health Sciences Doctor supports and promotes entry to the physi- 5. Students and graduates will interact/ of Physical Therapy Program is pledged to cal therapy profession through preparation communicate with patients/clients, the admission and matriculation of qualified at the doctoral level. This is warranted by care givers, health care providers and students via an established selection process. identification and expansion of a unique body community members in a manner that is The D.P.T. Program acknowledges awareness of knowledge and increases in the scope of congruent with situational and cultural of laws that prohibit discrimination against practice and professional physical therapy needs anyone on the basis of race, color, religion, responsibilities. gender, national origin, ancestry, sexual 6. Students and graduates will demonstrate orientation, age, disability, marital status, citi- Accreditation clinical decision-making abilities in zenship or any other characteristic protected providing patient care. The D.P.T. Program is accredited by the by law. Regarding disabled individuals, the Commission on Accreditation in Physical a. Determine a therapeutic plan of care program will not discriminate against such Therapy Education of the American Physical b. Identify pertinent examination of tests individuals who are otherwise qualified, but Therapy Association. and measures will expect applicants and students to meet c. Implement appropriate evaluation certain minimal technical standards as set Mission process forth herein. In adopting these standards, the The mission of the D.P.T. Program is d. Integrate manual skills into patient care program must keep in mind the ultimate safe- to provide progressive educational e. Integrate core content into the delivery ty of the patients its graduates will eventually experiences that foster the growth and of patient care care for. The standards reflect reasonable development of Doctors of Physical expectations of physical therapy students in Therapy to practice in a diverse health 7. Students and graduates will perform performing common functions. care environment. necessary skills safely for direct patient care in a variety of settings. Minimal Technical Standards for Curriculum Outcomes a. Integrate core content into the delivery Admission & Matriculation Outcomes, described below, are assessed of patient care The holder of the Doctor of Physical during the curriculum, at graduation and b. Perform appropriate examination tests Therapy (D.P.T.) degree must have the knowl- within three years post-graduation. and measures edge and skills to function in a broad variety c. Perform appropriate procedural of clinical situations and to render a wide 1. Students and graduates will participate interventions spectrum of patient care. In order to carry out in scholarly activities. d. Execute an appropriate therapeutic the activities described below, candidates for plan of care the D.P.T. degree must be able to consistently, a. Clinical decision-making supported by evidence e. Demonstrate the use of manual skills quickly and accurately integrate all informa- b. Critique and debate professional f. Employ the physical and psychological tion received, and must have the ability to literature power of touch learn, integrate, analyze and synthesize data. c. Display effective synthesis of scholarly g. Perform patient/client-related instruction A candidate for the D.P.T. degree must professional evidence have abilities and skills in the following areas: observation; communication; motor; sensory; intellectual, conceptual, integrative and quan-

59 titative; and behavioral and social. Technolog- will be assessed during the admissions and developmental psychology courses are ical compensation can be made for handicaps educational processes. strongly recommended to fulfill this in some of these areas, but a candidate must requirement. be able to perform in a reasonably independent manner. Admission Requirements English Composition/Speech/ Communications: Two Courses Technical Standards • One course of English composition is 1. Observation: Candidates and students Prerequisites required. Testing out is acceptable if it is must have sufficient vision to be able to Candidates for admission to the D.P.T. reflected on an official transcript. observe demonstrations, experiments and Program must have a bachelor’s degree, • Literature courses do not fulfill this laboratory exercises within the curriculum. in any field, from a regionally accredited requirement. This skill is important for proper evaluation institution. Candidates must also satisfy these • Writing across the curriculum and writing- and treatment integration. prerequisites: intensive courses will be considered. Course 2. Communication: Candidates and students descriptions should be included with your should be able to use appropriate oral and Required Courses application. written communication with faculty, peers, patients/clients, families and others. Biological Sciences: 16 hours Humanities/Social Sciences: Two Courses 3. Motor: Candidates and students should • One course of human anatomy must • Literature, history, philosophy, sociology, have sufficient motor function to execute be taken. theology, foreign language and art, music movements required to provide safe and • One course of human physiology must or theater appreciation will fulfill this effective physical therapy evaluations be taken. requirement. and treatment. • The anatomy and physiology requirements 4. Sensory: Candidates and students should can be fulfilled by a series of two courses Highly Recommended (not required) possess sufficient tactile and proprioceptive of combined anatomy and physiology. Courses: skills. These skills are necessary to perceive They can also be fulfilled by one combined Medical terminology, computer applications, and synthesize inputs during evaluation anatomy and physiology course plus a kinesiology, exercise physiology, abnormal and treatment of patients/clients. human physiology course. psychology, developmental psychology, math 5. Intellectual, Conceptual, Integrative and • All courses should be taken through the (trigonometry or calculus). Quantitative Abilities: These include mea- biology department if possible. If taken surement, calculation, reasoning, analysis through another department, the course Note: A course must have at least 3 semester and synthesis. Problem solving, the critical may be subject to review by the Admissions hours or 4 quarter hours. skill demanded of physical therapists, Committee, and a possibility exists that the requires all of these intellectual abilities. In course will be unacceptable. Prerequisite courses must be completed addition, candidates and students should • Please note that exercise physiology will not before Registration. Students should have be able to comprehend three-dimen- fulfill the human physiology requirement. a minimum grade point average of 3.0 in sional relationships and understand spatial • Labs are required with all biology classes. If the combined prerequisite courses and a relationships of structures. The practice of labs are not offered in anatomy and physiol- minimum overall grade point average of 3.0 physical therapy demands the ability to ogy at your institution, please include with on a 4.0 scale when applying. All prerequisite integrate and process information promptly your application a course description for courses need to be taken for a grade. Pass/Fail and accurately in a time-sensitive environ- review by the Admissions Committee. is not accepted. No grade below a C- will ment. Candidates must be able to draw on be accepted for a prerequisite. Testing out their store of knowledge in stressful situa- Chemistry: 8 semester hours of a course is acceptable upon approval by tions and under time limitations. • Each course must include a lab. the Physical Therapy Admission Committee. 6. Behavioral and Social Attributes: • A chemistry sequence for science or health Graduate Record Examination (GRE) scores Candidates and students must possess the science majors is preferred. must also be submitted. emotional health required for full utilization of their intellectual abilities, the exercise of Physics: 8 semester hours good judgment, the prompt completion of • Each course must include a lab. P.T. Observation all responsibilities attendant to the diag- • A physics sequence for science or health Prior to application, applicants must have nosis and care of patients and the devel- science majors is preferred. observation or experience under supervision opment of mature, sensitive and effective of a licensed physical therapist as an employ- relationships with patients. Candidates and Statistics: One Course ee, volunteer or observer in several settings, students must be able to tolerate physi- • This can be taken either through the math or such as rehabilitation, acute care, a nursing cally taxing workloads, adapt to changing psychology department. home, private practice or pediatrics. All ap- environments, display flexibility and learn plicants are required to complete at least 80 to function in the face of uncertainties Psychology: Three Courses hours of direct physical therapist observation inherent in the clinical problems of many • One course of general or introductory including at least 20 hours with each of three patients. Compassion, integrity, concern psychology is required. different patient population settings. for others, interpersonal skills, interest and • Two upper division courses (other than sta- motivation are all personal qualities that tistics) are required. Abnormal and

60 Application listing of required immunizations is sent to psychomotor knowledge and skills needed students before Orientation. for the practice of physical therapy. These Applicants must apply online at www. • Students must have medical insurance cov- experiences are also designed to provide stu- ptcas.org via the web-based Physical Therapy erage that provides comprehensive major dents with the opportunity to gain personal Centralized Application Service (PTCAS), medical benefits. Students must present insight into their style for learning, teaching, through the American Physical Therapy As- proof of coverage at Registration. Informa- relating and changing in society. Ultimately, sociation which manages all applications. tion is sent to students before Orientation. the program assists in motivating students to Applications are available beginning in July • Students must complete a criminal back- become lifelong learners. for the class that begins the following August. ground check. Results must be released to To ensure excellence for both students and They must be submitted by January 15. DMU prior to matriculation. The cost of this society, formative and summative evaluation In addition to the completed online ap- process will be paid by the applicant. is essential. Evaluation facilitates learning and plication, applicants are required to submit provides validation for program excellence. to PTCAS transcripts for all postsecondary Acceptance fees and tuition are partly The faculty is committed to excellence schools attended. Two letters of recommen- refundable in accordance with schedules in teaching and learning, and to serving dation must be submitted to PTCAS, including published in this catalog. Refer to the section students, the community and the profession. one from a licensed physical therapist and titled “Tuition and Financial Aid.” No other Excellence is achieved through selection of one from an academic instructor. Applicants refund schedule will apply. The Board of students with unique natural talents and abili- must also submit GRE scores to PTCAS. Trustees of the University reserves the right to ties followed by nurturing and development. Upon receipt of PTCAS application, quali- change tuition and fees at any time. The program is 34 months in length, and fied applicants will be asked to complete a is divided into eight blocks. Each block builds supplemental application. Upon receipt of all Misrepresentation on the information from previous blocks. The application materials, the application will be Misrepresentation in, or omission from, ad- length of time for each block varies, but ap- reviewed by the DMU Enrollment Manage- missions credentials, particularly concerning proximates the following schedule: ment staff in consultation with the DMU D.P.T. previous felony or misdemeanor convictions, Block I – 22 weeks faculty. Selected candidates will be contacted will constitute improper behavior under the Block II – 18 weeks to arrange an interview. Student Evaluation Mechanism provisions of Block III – 15 weeks The D.P.T. Program follows a rolling admis- the Student Handbook. Block IV – 10 weeks sion policy. Students are interviewed and Block V – 20 weeks accepted into the program from October Multiple Applications Block VI – 10 weeks through March. Applications are available in Concerning students applying to the Block VII – 16 weeks July. Materials must be received by February University for the first time: First-time enter- Block VIII – 16 weeks 15. Classes start in August. ing students may apply to only one clinical Direct any correspondence or inquiries program at a time. Multiple applications to concerning admission to: clinical programs will not be accepted or Year 1 D.P.T. Admission processed. Des Moines University Concerning currently enrolled students: Block I (22 weeks) 3200 Grand Avenue Enrolled students in the final year of their Professional Issues and Des Moines, Iowa 50312-4198 respective programs who anticipate comple- Development...... 2.5 credit hours Telephone (515) 271-7854 tion of a DMU degree may apply for admission Foundational Sciences - Outside the 515 area code to another University program. If accepted, Anatomy...... 9 credit hours call (800) 240-2767, ext. 7854 students are expected to complete the full Foundational Sciences - www.dmu.edu/CHS/PT curriculum. Requests for advanced standing Health Promotion ...... 5 credit hours Email: [email protected] based on prior work can be submitted to the Patient Management - Dean after admission to the program. Other Health Promotion...... 3 credit hours students not completing a DMU program Clinical Applications - Accepted Student who wish to transfer must withdraw from the Health Promotion...... 1.5 credit hours Procedures University and apply for admission through Basic Life Support (BLS) for the appropriate application process. Health Care Providers...... 0.5 credit hour • After the interview, applicants will be noti- Health Promotion and fied of the decision of the Admissions Com- Prevention Practicum ...... 2 credit hours mittee. Accepted applicants will be required Curriculum Overview to respond with a $250 seat deposit confirm- Block II (18 weeks): ing acceptance of the admission offer. This Each student must complete each of Musculoskeletal Systems-Lower Quadrant deposit will be applied toward tuition at the the courses listed in the accompanying set Professional Issues and Development – time of registration. of course descriptions. The curriculum is Lower Quadrant ...... 1 credit hour • Students must have a physical examination designed to assist students with professional Foundational Sciences – and complete an immunization report be- and personal development. This is accom- Lower Quadrant...... 5 credit hours fore Registration. Students admitted shortly plished through integrated and sequential Patient Management- before classes begin will have four weeks learning experiences. The experiences Lower Quadrant...... 8 credit hours to complete this requirement. A complete provide the basic cognitive, affective and 61 Clinical Applications – Course Descriptions is designed to introduce the student to issues Lower Quadrant...... 2 credit hours concerned with personal and professional The description of each course represents behaviors. Primary focus will be on student Year 2 the minimum content of that course. Each growth and development. The prevention instructor may include additional appropriate and health promotion needs of a diverse Block III (15 weeks): material. population are also core components of this Musculoskeletal Systems - Upper Quadrant course. Health care models and beliefs, moti- Professional Issues and Development – Year 1 – Block I vational strategies and educational theory are Upper Quadrant...... 1.5 credit hours presented with a focus toward the needs of Foundational Sciences – Foundational Sciences - Anatomy: individual clients. Community resources and Upper Quadrant...... 3.5 credit hours This is the first course in a series of founda- consultation services will be discussed. Health Patient Management – tional sciences courses. This course focuses on care delivery systems and scope of practice Upper Quadrant...... 8 credit hours the anatomy of the human body. The primary issues are presented. Students begin the Clinical Applications - components of the course are the musculosk- process of developing communication skills Upper Quadrant...... 1.5 credit hours eletal relationships of the spine and extremi- needed to establish a therapeutic relationship ties and radiographic anatomy. Basic technical with their clients. BLOCK IV (10 weeks) and interpretive aspects of radiology are Clinical Internship 1 sequenced to correlate with the musculoskel- Clinical Applications – Health Promotion: (Musculoskeletal) ...... 10 credit hours etal topics being covered in the anatomy The Clinical Applications course series uses labs. Embryology is also a basic component case scenarios to develop the student’s psy- BLOCK V (20 weeks) of this course. chomotor and clinical decision-making skills. Professional Issues and This first Clinical Applications course centers Development ...... 2.5 credit hours Foundational Sciences – Health Promotion: on the ability of the practitioner to obtain the Foundational Sciences – This second in a series of foundational sci- data needed from a client/patient interview Neuromuscular Systems...... 3 credit hours ences courses has two areas of concentration. to determine a course of action. Case topics Patient Management – One addresses the underlying physiological focus on the screening tools used and pro- Neuromuscular Systems...... 7 credit hours issues related to health and well-being. The gram planning for the prevention and health Patient Management - physiology of the musculoskeletal, cardiac, promotion needs of the client. The integra- Cardiopulmonary Systems...... 3 credit hours respiratory and immune systems is covered. tion of massage theory and practice is also a Clinical Applications – The physiological response to exercise and component of this course. Neuromuscular Systems...... 2.5 credit hours nutritional requirements for health are addressed. The second concentration is in the Basic Life Support for Health Care Year 3 area of critical inquiry. The basics of research Providers: This course is designed for health design and statistical analysis will be intro- care providers. After successful completion BLOCK VI (10 weeks) duced, including the incorporation of research of this course, the student will be certified in Clinical Internship 2 presentation meetings where student groups Basic Life Support for Health Care Providers (Neuromuscular)...... 10 credit hours present the results of published research. according to the American Heart Association. The course will cover adult single and two- BLOCK VII (16 weeks) Patient Management – Health Promotion: person BLS, adult and pediatric obstructed Professional Issues and Development – Implementation of the patient management airway management and pediatric resusci- Practice Topics...... 3.5 credit hours model as outlined in the Guide to Physical tation. In addition, the student will use the Practice Topics 5...... 10 credit hours Therapist Practice begins with this course. pocket mask and the automated external Basic Life Support (BLS) for This course concentrates on the provision of defibrillator (AED). Health Care Providers...... 0.5 credit hour services that promote the health and quality of life within diverse patient populations. Health Promotion and Prevention BLOCK VIII (16 weeks) Epidemiology is introduced for the purposes Practicum: This practicum is two weeks in Clinical Internship 3 of planning health promotion and prevention length and designed to allow the student (Acute Care)...... 8 credit hours services. An introduction to standardized tests to observe and practice the skills developed Clinical Internship 4 (Elective).....8 credit hours and measures, interpretation of data collected during the last Block of instruction. The Civic Engagement...... 1 credit hour and development of a plan of care related to practicum will center on the determination of Electives – a total of 4 credit hours prevention and health promotion are primary individual and community health needs. The of electives is required...... 4.0 credit hours components of this course. student will have the opportunity to implement prevention, health promotion, fitness Total Hours 127 Professional Issues and Development and wellness programs. – Health Promotion: This is the first course in a series of professional issues and development courses. The initial portion of the course Year 1 – Block II covers orientation to the Doctor of Physical Therapy Program and to the profession of Foundational Sciences – Musculoskeletal physical therapy. The remainder of the course System-Lower Quadrant: The third founda- 62 tional sciences course has a primary focus on also be assigned lab time within a clinical Year 2 – Block IV tissue mechanics and the biomechanics of setting to practice skills. the lumbar spine, pelvis and lower extremity Clinical Internship 1: The first clinical intern- musculoskeletal system. Pain pathways and ship is a 10-week experience designed to mechanisms are presented. Basic pharmaco- Year 2 – Block III emphasize the management of the cli- logical principles is also a key topic. Research ent/patient with primarily musculoskeletal design and statistics is also a component of Foundational Sciences – Musculoskeletal impairments. Direct patient management this course. System-Upper Quadrant: The foundational by the student is the key to this course. Ad- sciences series continues with the biomechan- ditional experience may be gained in the Patient Management – Musculoskeletal ics and function of the cervical and thoracic physical therapy management of acute or System- Lower Quadrant: This is the second spine, TMJ and upper extremity. This course chronic medical conditions. The student course of the patient management series. The also covers the geriatrics and the effects of may participate in a variety of administrative course focuses on the management and care aging. or educational pursuits related to physical of a client/patient with impairments, function- therapy while on this clinical internship. Clini- al limitations or disabilities related to the lower Patient Management – Musculoskeletal cal experiences that will provide the student quadrant musculoskeletal system. Principles System-Upper Quadrant: The third patient with an overview of the varying roles of other of differential diagnosis are introduced. The management course focuses on the manage- health professionals in the health care deliv- student is expected to make clinical judgment and care of a client/patient with impair- ery system are also incorporated. ments regarding clients/patients intervention ments, functional limitations or disabilities based on the evaluation of data gathered. The related to the cervical and thoracic spine, safe and efficient application of procedural in- TMJ and upper extremity. The examination Year 2 – Block V terventions specific to musculoskeletal system and evaluation of postural impairments is a impairments is covered. The course will also primary content area. Differential diagnosis Foundational Sciences – Neuromuscular present course work related to the pharma- as related to patient care continues to be a Systems: This foundational sciences course cological, medical and surgical management central topic. The student is expected to make focuses on the neurosciences related to of the client/patient with musculoskeletal clinical judgments regarding client/patient higher order functions. Topics covered include pathologies. intervention based on the evaluation of data the vestibular system, special senses, cortical gathered. The safe and efficient applica- function and the limbic system. It includes Professional Issues and Development – tion of procedural interventions specific to material on normal physical and cognitive Musculoskeletal System-Lower Quadrant: impairments associated with the cervical and development from birth to death. The third course in the professional issues and thoracic spine, upper extremity and TMJ is development series is designed to address covered. The course will also present course Patient Management – Neuromuscular some of the psychosocial and reimbursement work related to the pharmacological, medical Systems: The patient management of clients/ aspects related to patient management. Of and surgical management of the client/pa- patients classified in one of the Neuromus- particular note is the family life cycle content tient with cervical and thoracic spine, upper cular preferred practice patterns within the of the course. Violence, dependent adult extremity and TMJ pathologies. Guide to Physical Therapist Practice is the and child abuse and legal requirements of key content of this course. Developmental mandatory reporting are included. The docu- Professional Issues and Development considerations and effects of aging are taken mentation of physical therapy services is also – Musculoskeletal System-Upper Quad- into account as the material of this course is presented during this course. rant: The professional issues and develop- presented. The course will also present course ment series continues with content related work related to the pharmacological, medical Clinical Applications – Musculoskeletal to ethical issues associated with client/patient and surgical management of the client/pa- System-Lower Quadrant: The case scenarios care and scope of practice. Third party payer tient with neuromuscular pathologies. used in this second course within the clinical systems including Medicare and Medicaid are applications series will develop the founda- explained. Patient Management – Cardiopulmo- tional skills needed for practice. The course nary Systems: The patient management includes cases to develop examination skills Clinical Applications – Musculoskeletal of clients/patients classified in one of the in goniometry, manual muscle testing and System-Upper Quadrant: The third clinical Cardiovascular/Pulmonary preferred practice sensory testing. Transfer training and the safe applications course continues to use small patterns within the Guide to Physical Thera- use of assistive gait devices is also included group discussions and labs to practice exami- pist Practice is the key content of this course. within the course content. The determination nation, evaluation and procedural interven- Developmental considerations and effects of of a diagnosis and prognosis for a variety of tions. Cases include client/patient characteris- aging are taken into account as the material of diverse client/patient problems are done via tics found within one of the Guide to Physical this course is presented. The course will also case presentations in a small group setting. Therapist Practice preferred musculoskeletal present course work related to the pharma- Outcome measures are discussed for the practice patterns with a focus on the cervical cological, medical and surgical management client/patient with an extremity injury. Cases and thoracic spine, TMJ and upper extrem- of the client/patient with cardiovascular and include client/patient characteristics found ity. The student will also be assigned lab time pulmonary pathologies. within one of the preferred musculoskeletal within a clinical setting to practice skills. practice patterns found in the Guide to Professional Issues and Development Physical Therapist Practice. The student will – Neuromuscular Systems: A wide range of

63 topics are covered within this fifth profession- administration and management issues of Dropping a Class al issues and development course. Additional physical therapy practice. Emphasis is placed A student who stops attending a class is course material related to patient education is on strategic planning, fiscal management of not considered to have dropped the class. If covered. Involvement in professional associa- resources, utilization review, risk management withdrawal from a class becomes necessary, tion and the legislative process is integral to and public relations. Outcome measurement the student must notify the D.P.T. Program this course. Students are introduced to the as related to the delivery of physical therapy Director. The student is also responsible for current professional topics via a Mock House services within various practice settings is also notifying the Dean of the College of Health of Delegates. addressed. Factors influencing the current Sciences, in writing, of intent to withdraw. and future delivery of health care and the In the event the student does not notify the Clinical Applications – Neuromuscular implications for physical therapy practice are Dean, the student will receive a grade for the Systems: The fourth clinical applications discussed. Administrative functions of organi- class. course continues to concentrate on the zational design and development of policies acquisition of clinical decision-making and and procedures are covered as are the legal Religious Holidays psychomotor skills related to direct patient aspects of health care delivery. The administration and faculty are sensitive care. Cases include client/patient classified to the diverse religious affiliations of students. within one of the preferred Neuromuscular Basic Life Support for Health Care Provid- If an examination or other University activity is or cardiovascular/Pulmonary practice patterns ers (re-certification): This course is designed scheduled on the same day as a religious holi- found in the Guide to Physical Therapist Prac- for health care providers. After successful day, the student should contact the appropri- tice. The student will also be assigned lab time completion of this course, the student will be ate faculty member to request other arrange- within a clinical setting to practice skills. re-certified in Basic Life Support for Health- ments to complete the scheduled activity. care Providers according to the American Heart Association. The course will cover adult Incomplete Grades Year 3 – Block VI single and two-person BLS, adult and pediat- When a student is unable to complete a ric obstructed airway management and pe- course during the time allowed, an incom- Clinical Internship 2: A 10-week supervised diatric resuscitation. In addition, the student plete grade can be arranged. The incomplete clinical experience designed to emphasize the will use the pocket mask and the automated grade is not a final grade and will be replaced management of the client/patient with im- external defibrillator (AED). with the actual grade earned. To receive an in- pairments, functional limitations or disabilities complete grade, the student must contact the related to the neuromuscular, cardiovascular class instructor. Assignment of an incomplete and/or pulmonary systems. Direct patient Year 3 – Block VIII grade must be agreed upon by the instructor. management by the student is the key to the clinical internship courses. Additional experi- Clinical Internships 3 and 4: The last two Grading System ence may be gained in the physical therapy clinical internships of 8 weeks each are Students in the Doctor of Physical Therapy management of acute or chronic medical supervised clinical experiences designed to Program are graded according to a percent- conditions. The student may participate in emphasize the management of a variety of cli- age scale. Students must maintain an overall a variety of administrative or educational ent/patient diagnoses. Direct patient manage- percentage average of 75 on a scale of 100. pursuits related to physical therapy while on ment by the student is the key to the clinical this clinical internship. Clinical experiences rotation courses. The student may participate Financial Aid Eligibility that will provide the student with an overview in a variety of administrative or educational Students must show satisfactory academic of the varying roles of other health profession- pursuits related to physical therapy while on progress to remain eligible for financial aid. als in the health care delivery system are also this clinical internship. Clinical experiences For specific eligibility requirements, refer to incorporated. that will provide the student with an overview the section of this catalog labeled “Tuition of the varying roles of other health profession- and Financial Aid.” als in the health care delivery system are also Year 3 – Block VII incorporated. Graduation To receive a Doctor of Physical Therapy Practice Topics: Practice Topics contains degree, a student must satisfy the following: content related to all of the preferred practice 1. A student who has been promoted to each patterns found within the Guide to Physical Academic Standards and progressive block shall be eligible for gradu- Therapy Practice. Topics within this course Guidelines ation when all requirements for graduation include prosthetics, wound care, women’s are fulfilled, including: health, pain management, infectious disease, a. Pass all academic courses and clinical vestibular and oncology. Specific manual Registration internships. This includes successful therapy techniques including high velocity Notification of availability and location completion of non-graded “for credit” low amplitude (HVLA), craniosacral therapy of registration forms will be made via the laboratory requirements, a comprehen- and myofascial release are addressed. student portal. (For more detailed information sive examination and four hours of regarding University registration policies and elective credit. Professional Issues and Development procedures, refer to the Student Handbook.) b. Be recommended for graduation by the – Practice Topics: This last Professional Issues College of Health Sciences Student Pro- and Development course is centered on the motion and Evaluation Committee (SPEC) 64 to the CHS faculty, and the recommenda- Mission tion accepted by a majority of the CHS To advance the physical therapy faculty present at the meeting with that profession by increasing the knowledge as an agenda item. and skills that physical therapists 2. Students who have not satisfactorily Post-Professional Doctor need to practice effectively in a completed all degree requirements prior to of Physical Therapy doctoral-level program. graduation may not participate in com- mencement exercises unless the dean has es Moines University offers Curricular Goals granted a variance with the concurrence practicing physical therapists the Upon completion of the curriculum, the of the appropriate SPEC. Except for the opportunity to earn a Post-Profes- graduate of the Post-Professional D.P.T. Programs in Health Care Administration and D Program will be able to: sional Doctor of Physical Therapy (D.P.T.) Public Health, University policy stipulates degree. The design of the curriculum is • Demonstrate and utilize a structured that under no circumstances will a variance online with each course offered at least clinical decision making process be authorized to any student who cannot once within a 12-month time frame. One • Implement a therapeutic plan of care satisfy all degree requirements by July 31, or course, Manual Therapy Interventions, based upon conclusions reached during earlier if so specified by a particular college, does have a hands-on component that the clinical decision making process of the calendar year of graduation. can be fulfilled in one of three ways: • Develop and demonstrate an advanced 3. Attendance at the graduation ceremony is through a weekend on the DMU campus, knowledge base associated with the required in order to receive the degree of by submitting preselected continuing identification of musculoskeletal, Doctor of Physical Therapy (D.P.T.) for those education course attendance documen- neuromuscular, cardiopulmonary and graduating on time. tation, or by proof of certification in a integumentary core content areas manual therapy area. • Provide appropriate physical therapy intervention to a diverse patient The Profession population across the life span using the disablement and client manage- The University’s Post-Professional D.P.T. ment models Program reflects the changing direction of the Utilize outcome measurement for profession and continuous advancements in • delivery of care evaluation medicine. The American Physical Therapy As- Use epidemiological principles and sociation supports and promotes entry to the • data to plan, coordinate and provide physical therapy profession through prepara- appropriate services for patients/ tion at the doctoral level. This is warranted by clients/community the broadening of physical therapy through Serve as a patient advocate the identification and expansion of a unique • Serve as an advocate for the physical body of knowledge and increases in the scope • therapy profession of practice and professional responsibilities. Serve as a consultant The Post-Professional D.P.T. Program allows • Promote the utilization of physical clinicians to advance their current physical • therapy services therapy degree to the Doctor of Physical Respectively interact with all members Therapy. • of the healthcare team and/or Accreditation community representatives Treat each patient as an individual Des Moines University has been approved • by the Higher Learning Commission of the North Central Association of Colleges and Schools to offer the Post-Professional D.P.T. Program Requirements Program and grant the Doctor of Physical Graduate of an accredited physical therapy Therapy (D.P.T.) degree. • program and/or current U. S. licensure as a physical therapist Contact information: Access to a computer with the appropriate Higher Learning Commission • hardware and software North Central Association of Physical Therapy Practice – Although not College and Schools • required, employment as a physical therapist 30 North LaSalle Street, Suite 2400 over the course of your enrollment in the Chicago, Illinois 60602-2504. D.P.T. curriculum would facilitate discussion 312-263-0456 or 800-621-7440 of case studies and application of required Fax 312-263-7462 projects to a physical therapy practice setting www.ncahigherlearningcommission. Six months of full-time employment in the org • United States *Not required for Des Moines University P.T. alumni

65 Application & Course Descriptions ment of a plan of care related to health pro- Admission Process motion/prevention are primary components PP DPT 1600 – Orientation: Orientation to of this course. (3 credit hours) You must complete an application in order the components of DMU and the Program to be admitted to the Post-Professional D.P.T. that the student will utilize in the curriculum. PP DPT 1605 – Clinical Imaging and Phar- Program. The application should be com- Content includes resources to effectively macology: Technical and interpretive aspects pleted and submitted online. For DMU alumni, navigate the Angel learning platform, DMU of diagnostic imaging/radiology and clinical the application can be found at www.dmu. library and the technology to be used in the laboratory results as related to diagnoses edu/ppdpt/admissions/alumni/apply. For non- program. A module will be presented on evi- commonly treated by physical therapists. The alumni, the application can be found at www. dence-based medicine to establish tools to second unit covers the concepts of pharmaco- dmu.edu/ppdpt/admissions/nonalumni/apply. efficiently perform literature searches. logic management of patients/clients and the 1. Submit online application This course must be completed prior to be- interrelationship of pharmacologic manage- 2. $50 application fee ginning the first course in the Program. ment with P.T. interventions. (2 credit hours) 3. Two letters of recommendation - (1 credit hour) one from a U.S. trained and licensed PP DPT 1606 – Motor Control Theory Physical Therapist and one from a leader PP DPT 1601 – Business Management: and Analysis: Investigation of the various in the health care field. Each letter must be This course covers aspects of managing a theories and differences between central received in a sealed envelope from the let- business. Emphasis is on the design of a busi- and peripheral mechanisms of motor control. ter writer written on official letterhead.* ness, community needs analyses, financial Identification of functional and dysfunctional 4. Copy of your current U.S. Physical Therapy management, marketing and public rela- movement patterns. Mechanisms underlying license tions, quality improvement, the role of tech- gait changes in various pathologic conditions 5. Applicants are required to submit a per- nology and networking, as well as the roles will be explored. Opportunities to study vari- sonal statement of not more than one page of the physical therapist as a consultant, ous forms of motion analysis/motion analysis explaining their reasons for pursuing the conflict manager, negotiator and advocate. devices will be included. Kinetic and kinemat- Post-Professional D.P.T.* (3 credit hours) ic data from motion-analysis devices will be used to analyze motion. (2 credit hours) * Not required for DMU P. T. alumni. PP DPT 1602 – Individual and Family Aspects of Care: This course covers the PP DPT 1607 – Clinical Applications: Course Registration individual characteristics of the patient/client Immunological and genetic disease processes Once you receive your acknowledgement that need to be taken into consideration in are explored. Students choose a culminat- of acceptance into the Post-Professional the management of a patient/client’s care. ing project and apply the knowledge gained D.P.T. Program, you may register for courses. Family dynamics are explored in relation to throughout the program. Development of a Registration will be completed and submitted their impact on the health and health care written proposal, development of a product online. decisions of a patient/client along with the and student reflection are primary compo- P.T.’s role with respect to issues of violence nents of this course. (3 credit hours) Technology Requirements and abuse. (2 credit hours) A personal computer is required. Basic **PP DPT 1608 – Clinical Medicine: knowledge of computer and Internet technol- PP DPT 1603 – Clinical Decision-Making: Study of the alterations of human health in ogy is necessary. For specific technology This course includes models for clinical response to various pathophysiological states. competencies, refer to the website, www.dmu. decision-making including the patient The principles of pathophysiology underlying edu/ppdpt. care management model as presented in major diseases will be discussed to gain an the Guide to Physical Therapist Practice. understanding of human responses to disease Additional information Evidence-based practice and the critical states and the implications of this for physical For additional information on the Post- evaluation of research are covered as well therapy management of patients. (3 credit Professional D.P.T. Program, direct any as concepts in epidemiology and outcome hours) correspondence or inquiries concerning measurement. (2 credit hours) admission to: **PP DPT 1609 – Manual Therapy PP D.P.T. Admission PP DPT 1604 – Health Promotion and Intervention: This course focuses on various Des Moines University Prevention: Concentration on the health joint mobilization and manipulation theories 3200 Grand Avenue promotion/prevention needs of diverse and concepts as related to the spine and ex- Des Moines, Iowa 50312-4198 populations. Content includes theories on tremities. Joint biomechanics and neural con- (515) 271-7854 wellness, health behavior models, moti- trol mechanisms as related to these manual Outside the 515 area code vational strategies, and the provision of techniques will be included. (3 credit hours) call (800) 240-2767, ext. 7854 services by P.T.s that promote the health www.dmu.edu/CHS/PPDPT and quality of life of individuals and groups. **Not required for Des Moines University D.P.T. Email: [email protected] Epidemiology is introduced for the purposes alumni of planning health promotion/prevention services, as well as the impact of nutrition on health. Standardized tests and measures, interpretation of data collected and develop- 66 Academic Standards and 2. Students who have not satisfactorily Guidelines completed all degree requirements prior to graduation may not participate in com- Registration mencement exercises unless the dean has granted a variance with the concurrence Students in the Post-Professional D.P.T. of the appropriate SPEC. University policy Program must register for classes during the stipulates that under no circumstances will designated registration dates each year. Noti- a variance be authorized to any student fication of availability and location of registra- who cannot satisfy all degree requirements tion forms will be made via the student portal. by July 31, or earlier if so specified by a particular college, of the calendar year of Dropping a Class graduation. Students may drop a course at any time during a module. If withdrawal from a class becomes necessary, the student must notify the instructor and the course coordinator.

Incomplete Grades When a student is unable to complete a course during the time allowed, an incomplete grade can be arranged. The incomplete grade is not a final grade and will be replaced with the actual grade earned. To receive an incomplete grade, the student must contact the class instructor. Assign- ment of an incomplete grade must be agreed upon by the instructor.

Grading System Students in the Post-Professional Doctor or Physical Therapy Program are graded according to a percentage scale. Students must maintain an overall percentage average of 80 on a scale of 100.

Financial Aid Eligibility Students must show satisfactory academic progress to remain eligible for financial aid. For specific eligibility requirements, refer to the section of this catalog titled “Tuition and Financial Aid.”

Graduation To receive a Doctor of Physical Therapy degree, a student must satisfy the following: 1. A student who has been promoted to each progressive trimester shall be eligible for graduation when all requirements for graduation are fulfilled, including: a. Pass all academic courses. b. Receive a cumulative percentage average of 80 or higher. c. Be recommended for graduation by the College of Health Sciences Student Pro- motion and Evaluation Committee (SPEC) to the CHS faculty, and the recommendation accepted by a majority of the CHS faculty present at the meeting with that as an agenda item.

67 Tuition & Financial Aid

Tuition and Fees Credit card payment is only accepted on the the trimester. portion of tuition not covered by financial aid Any changes in registration must be made uition, fees and policies for the (including loan funds &/or scholarships), and no later than the drop date of the trimester University’s education programs will only be processed once the student has for tuition to be waived. A non-refundable Tare subject to change. Current received the tuition billing notification. To change of registration fee will be assessed. tuition and fees, payment policies and make a credit card payment, please visit the Please refer to M.H.A./M.P.H. Tuition/Fees procedures may be viewed on the DMU Accounting office, call 515-271-1530 or 800- Payment Policy Section for further informa- website at www.dmu.edu/accounting. 240-2767 extension 1530, or submit the secure tion. online form located on the student portal or Accounting home page (www.dmu.edu/ac- M.S. in Biomedical Sciences/Anatomy Financial Statement counting) Full-time D.O. and D.P.M. students at the Note: All payments received in the Accounting University have the option of earning an M.S. Information pertaining to the financial Office after 2 p.m. will be posted to the account in Biomedical Sciences or Anatomy at dual position of the University is available upon on the next business day. enrollment status, subject to the terms of their written request. Please direct inquiries to: D.O., D.P.M., PA, D.P.T., Anatomy and program handbook. Chief Financial Officer, Des Moines University, Biomedical Sciences Programs: Tuition is Tuition payment for the first year in the 3200 Grand Avenue, Des Moines, Iowa based on an academic year with payment Biomedical Sciences program will be due ac- 50312-4198. periods in two equal installments. Due dates cording to the students’ second year full-time are published on the Accounting website. All program due dates. Students will take a leave seat deposits will be applied toward tuition. of absence from their full-time program in Payment of Tuition and Fees Governed by federal regulations, student their third year to complete the second year loan disbursements will be applied to student of their Biomedical Sciences program. Second • College of Osteopathic Medicine tuition accounts within three (3) working year of their Biomedical Sciences tuition will • College of Podiatric Medicine days after DMU receives EFT disbursements be due according to their third year tuition and Surgery from lenders or after DMU receives endorsed due dates. Students must complete the de- • Physician Assistant Program lender checks from students. grees within five years. • Doctor of Physical Therapy Failure to pay an account in full by the Tuition payment for the first year in the tuition due date will result in the following: Anatomy program will be due according to Tuition, fees and policies for the Univer- 1.) A student will be asked to sign a promis- the students’ second year full-time program sity’s education programs are subject to sory note. If no promissory note is signed, due dates. Second year of their Anatomy change. the student will be immediately placed on program will be completed during their Tuition, fees and other balances reflected an Administrative Leave of Absence. second year full-time program. Students must as University accounts receivable are to be 2.) The account will be viewed as having a complete the degree within five years. paid in the Accounting Office, which is located delinquent status. Students having delin- on the 4th floor of the Academic Center, Room quent accounts will not be permitted the Tuition Charges for Curricular Options 417. Please make payments payable to Des following privileges: registration, admis- Moines University (DMU). If mailing payments, sion to classes, transcripts, and a diploma. Directed Studies please send to: Attn: Accounting, Des Moines 3.) Finance charges will accrue from the • Students placed on directed studies are University, 3200 Grand Ave, Des Moines, IA original tuition due date if the outstanding charged a total of four years of tuition for the 50312-4198. Tuition due dates and grace pe- balance is not paid within 60 days. Finance five years of the program. riod end dates may be found in the disburse- charges accrue at a rate of 1.5 %/month • A student placed on directed studies before ment dates section of Accounting’s website at (18% APR). the second-term tuition is due will be www.dmu.edu/accounting. charged the regular second half of tuition. Accepted forms of payments are: cash, M.H.A./M.P.H. Dual Enrollment A student placed on directed studies after check (personal, loan, scholarship, certified, Full-time D.O., D.P.M., D.P.T. and PA students paying second-half tuition does not receive and money order), Electronic Funds Transfers at the University have the option of taking a refund or adjustment of tuition. of loan disbursements from participating M.H.A./M.P.H. courses at dual enrollment • Applicable tuition and/or fees will be lenders/services, and credit card. status, subject to the terms of their program charged during the second year (such as a DMU accepts Visa, MasterCard, Discover, handbook. repeated course or membership fees). and American Express credit card payments. Tuition payment is due on the first day of • Directed studies is a full-time, extended 68 medical school curriculum. A student on Return of Computer Equipment Students receiving employer tuition directed studies is full time for maintenance A student who withdraws or is dismissed reimbursement: The Accounting Office of student loans and deferment of prior must return all DMU issued computer equip- will require a copy of the employer/student student loans. ment. Students must have the equipment agreement. It is the student’s responsibility • During the second year of directed studies, a returned to the Information Technology to provide the required information to an student may not be eligible for Title IV finan- Services department prior to final approval employer for tuition and fee reimbursement. cial aid. Alternative (non-federal) financial by the Dean’s Office. Failure to return any Payment, for any portion not covered by the aid may be available for living expenses. equipment before the absence will result in employer, is due by 2 p.m. of the first day an automatic hold on all records, including of the trimester. Employers must pay their Concerning Financial Aid: Financial aid is the academic transcript. The student will also portion within 60 days after the end of the not available from federal Title IV loans or be billed for the equipment as per the laptop trimester. Finance charges will start to accrue programs while a student is repeating courses and/or handheld agreement(s) originally 30 days after the end of the trimester on the or rotations. Alternative financial aid may be signed. employer’s portion. available for living expenses. A repeating or readmitted student is not always considered Students receiving financial aid: The Ac- full time and may not be eligible to defer prior • Post-Professional D.P.T. counting Office will work with the Financial student loans. • Public Health Program Aid Office to verify the amount of loan money • Health Care Administration Program the student will be receiving. Loan checks Readmission/Leave of Absence Policy will be applied to your tuition account for all This policy is applicable when: Tuition, fees and policies for the Univer- courses for the trimester before any living • A student is approved to return from a leave sity’s education programs are subject to expense refunds are processed. Payment, for of absence within one year of the effective change. any portion not covered by loan disburse- leave begin date. Tuition payments are due in full on the first ment, is due by 2 p.m. of the first day of the • A student is officially readmitted into his/her day of the trimester. trimester. Finance charges will be charged original program within five years of the of- Finance charges accrue at a rate of 1.5 per- until full payment is received. ficial date of withdrawal or dismissal. cent per month (18 percent APR) on account balances existing after the due dates stated Upon receiving an official acceptance to above. Students having delinquent accounts Course Withdrawal return, tuition and fees along with a reinstate- will not be permitted the following privileges: To drop a course, students must complete ment fee will be assessed. Tuition and fees are registration, admission to classes, transcripts and submit the online withdrawal form. By due when the student registers or the first day and a diploma or certificate. doing so during the drop period – the first of class, whichever comes first. The returning Note: All payments received in the Accounting two weeks of the trimester – the student will student is subject to all tuition and fee pay- Office after 2 p.m. will be posted to the account avoid a tuition charge. Drop period dates for ment, tuition and fee policies and procedures, on the next business day. each trimester are published on the trimester financial aid, etc., and University policies that Tuition, fees and other balances reflected course calendar and in the course syllabus. are in effect at the time. Enrollment status as University accounts receivable are to be Should these dates conflict, the drop period will be based on number of credit hours and paid in the Accounting Office, which is located date published by the Office of the Registrar determined according to the enrollment on the fourth floor of the Academic Center, takes precedence. status policy. Room 417. Please make payments payable • For students withdrawing prior to the end of The returning student that is required to to Des Moines University (DMU). If mailing the trimester drop period, the tuition charge repeat courses will be charged the repeated payments, please send to: Attn: Accounting, is reversed and the current Change of Regis- course fee for each course. Des Moines University, 3200 Grand Ave, Des tration fee is charged. There is no record of Tuition will be charged at the current aca- Moines, IA 50312-4198. the course on the student’s transcript. demic year’s published rate minus any appli- Accepted forms of payments are: cash, • For students withdrawing after the trimester cable tuition credit originally retained by DMU check (personal, loan, scholarship, certified, drop period, full tuition is charged and the for each grade level. (i.e. Student withdrew and money order), Electronic Funds Transfers Change of Registration fee does not apply. after completing first half Year I, readmitted of loan disbursements from participating A grade of “W” is recorded on the student’s as full-time Year I, charged current academic lenders/services, and credit card. transcript. year’s tuition minus amount retained for DMU accepts Visa, MasterCard, Discover, Independent study courses, internships original Year I.) and American Express credit card payments. and capstone projects are single-term For financial aid purposes only, these rules Credit card payment is only accepted on the courses. Although a student may be allowed govern an approved leave of absence: portion of tuition not covered by financial aid 12 months for completion of an internship or 1. You must request a leave of absence in writ- (including loan funds &/or scholarships), and project, credit hours contribute to financial ing at your Dean’s office. will only be processed once the student has aid and deferment eligibility only for the term 2. You can have only one approved leave of received the tuition billing notification. To in which the original registration occurred. absence in any 12-month period. make a credit card payment, please visit the Trimester drop periods apply. 3. If your leave of absence is for more than 180 Accounting office, call 515-271-1530 or 800- All tuition and fee refunds resulting from days, the refund policies listed in this sec- 240-2767 extension 1530, or submit the secure withdrawal are subject to University and tion will apply. online form located on the student portal or federal regulations. www.dmu.edu/accounting. Changing Registration: M.H.A. and M.P.H.

69 students have the option to change their rowing simply because loan programs may be registration from credit to audit or from audit Subsidized Stafford Loan ...... $4,250.00 available. to credit (does not apply to online courses). Unsubsidized Stafford Loan ...... $15,000.00 Students must notify the instructor of their in- Total Title IV borrowing...... $19,250.00 tentions before the end of the drop period. A Total Title IV applied to charges...... $12,737.50 Loans Change of Registration fee, plus the appropri- Percent you earned ...... 35.9% or $4,572.76 ate tuition, will be assessed. (.359 x 12737.50) • Federal Stafford Student Loan – Loan Amount returned by us ...... $8,164.74 limits are $8,500 per year as a graduate or ($12,737.50 minus $4,572.76) professional student. All students are eligible Financial Aid Amounts returned to loans...... – $8,164.74 to to apply. Students are not charged interest Unsubsidized Stafford Loan while enrolled full time. Need analysis is Amount retained by DMU ...... $4,572.76 required. Interest rate is 6.8%. Obtained by University Refund Policies applying directly to lender. Federal regulations require the University If you return to your program after your • Federal Unsubsidized Stafford Loan – Loan to calculate a possible return of Title IV federal leave of absence, you will receive $4,572.76 limit is $12,000 to $38,667 (based on program financial aid you obtained for tuition and fees credit. If you do not return, we will retain that and/or length of enrollment period) per year if you withdraw, are suspended, dismissed or money. Any loan funds that were refunded to for graduate/professional students. Interest is take an approved leave of absence of more the student must be returned in accordance charged during in-school period. Interest rate than 180 days before completion of the term with the terms of the promissory note. is 6.8%. Need analysis (FAFSA) is required. for which you are registered. Return of funds Obtained by applying directly to lender. calculations are based on the effective date Example 2 – No return of funds required • Federal Grad PLUS Loan – Load limit is of your withdrawal or leave of absence or the You begin a program on August 12 that maximum cost of attendance budget, minus effective date of an administrative action. ends January 1. Your term contains 143 days. all other financial aid resources. Interest rate Each University program collects tuition (Your winter break of 12 days is subtracted fixed at 8.5% accrues in school and a fee and fees by academic term or by trimester from the days in the term.) You withdraw of up to 4% is deducted at disbursement. (payment period). You receive financial aid by on November 8. You completed 89 days in Requires credit approval. FAFSA is required. academic term or trimester. A return of funds your term (August 12 to November 8), or 67.9 Obtained by applying directly to lender. calculation is based on how many days you ac- percent of the term. Under federal rules you • Federal Perkins Student Loan – Ob- tually spent in your current term or trimester have earned all of your financial aid and no tained by applying through the University’s (payment period). In specific terms, a return of University refund is required. Financial Aid Office. All students are eligible funds calculation will be made if you change to apply. Parental information is required. your status before you complete 60 percent of Stafford Student Loan...... $4,250.00 Students are not charged interest while in the term or trimester for which you have been Unsubsidized Stafford Loan ...... $5,000.00 school. Need analysis is required. Interest charged tuition and fees. A change in your Total Title IV borrowing ...... $9,250.00 rate is fixed at 5 percent. Limited funds avail- status after completion of 60 percent of the Title IV applied to charges ...... $9,037.50 able to students with exceptional financial term or trimester (payment period) results in Percent you earned ...... 100% need. Maximum of $8,000 per year gradu- no refund. This method will apply regardless Amount returned by school ...... None ate/professional. of whether you received Title IV financial aid • Super Primary Care Loan – Obtained by or not. General Financial Aid Policies applying through the University’s Financial Title IV funds must be paid back in the The University attempts to make adequate Aid Office. Available only to fourth-year D.O. following order: financial assistance available to all students in students who agree to complete a primary Federal Unsubsidized Stafford Loan all programs within the limits of each student care residency and practice in primary care Federal Subsidized Stafford Loan budget and the availability of financial aid. until the loan is paid in full. This is a federal Federal Perkins Loan Each of our programs has a carefully consid- government loan that is based on exception- Federal Grad PLUS Loan ered and comprehensive student expense al financial need and requires parental in- budget that is designed to cover tuition, pro- formation. Interest rate is fixed at 5 percent, Example 1 – Return of funds required gram costs and reasonable living expenses. and interest does not accrue during school You begin a program on August 12 for a Budgets are designed for the student only or residency. Loan amount is up to $100,000 term that ends January 1. Your term contains and are not intended to cover family living and loan proceeds are used to pay off prior 143 days. (Your Christmas break of 12 days is expenses. If you are married, the University years DMU medical school loans. All fourth- subtracted from the days in the term.) You expects your spouse to be a major contributor year D.O. students are notified in the fall of take a one-year leave of absence on Septem- to family expenses. If you have children for loan requirements, application procedures ber 27. Because your leave is more than 180 whom your spouse must be a caregiver and and deadline information. Limited funds. days, we must calculate a possible return of cannot work, or if you are a single parent, you • Emergency Loan – The University will loan funds. You completed 47 days in your term must arrange for outside financial support in full-time students up to $2,000 for emergen- (August 12 to September 27), or 35.9 percent addition to financial aid. cies. Applications can be obtained through of the term. Under federal rules, you earned The University takes seriously its responsi- the Business Office/ 35.9 percent of your financial aid. The Univer- bility to provide a reasonable expense budget Accounts Receivable desk. The student’s sity must return 64.1 percent of your Title IV and to monitor long-term student debt. tuition account with the University must be aid to your banks or lenders. Students will not be allowed unlimited bor- current (fully paid).

70 • Alternative Loans – Alternative loans are dependents of members of the United Auto evaluations. available to help students meet their school Workers. Students are notified when the • Disadvantaged Scholarship – Available to approved cost of attendance budget. Alter- online application is available. second-, third- and fourth-year students. native loans require the borrower to have • Joseph Dorgan Memorial Trust - Minimum award of $1,000 based on family good credit and/or may require a creditwor- Scholarship to be used to support African background and/or low family income. thy co-signer. American or other minority student. No ap- • Military Service Scholarship – Available plication is required; recipient(s) are nomi- to second-, third- and fourth-year students. nated by Dean(s). Minimum award of $1,000 based on prior/ Scholarships • William Anderson, D.O. Scholarship- current military service, affiliation and Scholarship to be awarded (pending available interest. • Health Professions Scholarship Program – funds) to a deserving minority student based • Service Scholarship – Available to Provided by the military services (Army, on academic merit and financial need. No second-, third- and fourth-year students. Navy, Air Force). You apply directly to one of application is required; recipient(s) are nomi- Minimum award of $1,000 for service as the services through a military recruiter. Each nated by Dean(s). an elected student officer, demonstrated scholarship provides the costs of tuition, re- • Iowa Farm Bureau Federation Scholarship research and publication or excellence in quired fees, health insurance, required books – Scholarship provided to a student who volunteer service. and equipment and a monthly living allow- makes a commitment to practice in Iowa. • Indian Health Service and National Health ance. After completion of your residency, Recipients are required to sign a statement Service Corps Loan Repayment Programs you must repay one year of military service of intent to practice in Iowa. No application – Both agencies will contract with graduate for each year of scholarship. Currently, only is required; recipient(s) are nominated physicians to practice at an Indian Health D.O. students may apply. by Deans. Service site or federally designated Health • Indian Health Service – Provided by the • Glanton Scholarship- Scholarship devel- Professions Shortage Area (HPSA). Student Indian Health Service, U.S. Department of oped to increase diversity at DMU. Eligibil- loan debt is reduced in proportion to the Health & Human Services. You apply directly ity is limited to African American, Native number of years served, up to a maximum to the service. Each scholarship provides the American and Hispanic students in full-time of four years. Contact the agency for more costs of tuition, required fees, health insur- on-campus programs. No application is information ance, required books and equipment and a required; nominations will be made • Iowa Osteopathic Forgivable Loan – monthly living allowance. After completing by Dean(s) and Enrollment Management Available to D.O. students only who are Iowa a D.O. or D.P.M. residency, you must repay Office. Scholarship is for incoming students, residents. Need analysis not required. After one year of service for each year of scholar- and is renewable based on acceptable aca- residency, a student must practice one year ship. Preference may be given to members of demic progress. in Iowa for every two years the loan was federally recognized Native American tribes taken. Amount varies according to state and Alaska natives. Contact the Financial Aid Program-Specific Scholarships/ appropriation. Heavy interest penalty for Office for current information. Loan Repayment Programs non-Iowa medical practice. • National Health Service Corps – Provided • Iowa Osteopathic Physician Recruitment by the U.S. Public Health Service, U.S. Depart- College of Osteopathic Medicine Program – Up to $100,000 of student debt ment of Health and Human Services. You • Merit Scholarships – These include the full- reduction in return for four years of practice apply directly to the service. Each scholarship tuition Presidential Scholarship; the Dean’s in an Iowa shortage or medically under- provides the costs of tuition, required fees, Scholarship for half the amount of tuition; served community. Available to any D.O. health insurance, required books and equip- and quarter-tuition merit scholarships. Those with an Iowa license. Contact the Financial ment, and a monthly living allowance. After eligible must have a minimum science grade Aid Office. completing a D.O. residency or directly after point average of 3.7 and an MCAT score of completing a P.A. program, you must repay 30 or higher. Students do not need to apply College of Podiatric Medicine one year of service for each year of scholar- for these merit scholarships; those who have and Surgery ship. Contact the Financial Aid Office for been accepted into the College and meet Obtain applications from the Dean’s Office or current information. minimum qualifications are automatically as noted. considered. Annual renewal is contingent • University Merit Scholarship – Renewable University Scholarships upon outstanding academic performance scholarships ranging from $2,000 to $4,000. (criteria: 85 percent or higher in all DMU Awarded to first-year students based on • John and Mary Pappajohn Scholarship course work). outstanding academic performance prior to - Two annual awards of $5,000 to full-time matriculation into the College and contin- DMU students based on entrepreneurial For the following scholarships, obtain an ap- ued demonstration of academic excellence. skills. If possible, preference is given to eth- plication from the Financial Aid Office. Contact the Dean’s Office. nic, minority and disadvantaged students. • Academic Achievement Scholarship • Dean’s Scholarship – Awarded to entering Students are notified when the online ap- – Available to second-, third- and fourth-year first-year students in the amount of $2,000 plication is available. students. Minimum award of $1,000 based to $4,000 based on academic performance, • Claude Oster Scholarship - Available to on academic record. community service and extracurricular activi- student enrolled full time at Des Moines • Clinical Excellence Scholarship – Available ties prior to matriculation in the College. University with preference given to students to third- and fourth-year students. Minimum Non-renewable. enrolled in COM. Priority will be given to award of $1,000 based on clinical rotation • College of Podiatric Medicine Merit

71 Scholarship – Awarded to upperclassmen can contract with the Indian Health Service, $1,000,000 to deserving PA students. Any in the amount of $2,000 to $4,000 based on U.S. Department of Health and Human Ser- student member of the American Academy outstanding academic performance, clinical vices, to practice at an Indian Health Service of Physician Assistants who is attending an performance or community service. Non- site in return for repayment of a portion ARC-PA-accredited PA program and is in the renewable. of student loans. Contact the Dean’s Office or professional phase of his or her program is • CPMS Clinical Competency Scholarship Financial Aid. eligible to apply. Visit www.aapa.org/paf/an- – A $1,000 scholarship awarded to the third- nual-student.php for information. year student demonstrating excellence in College of Health Sciences • Physician Assistants for Latino Health clinical performance. Physician Assistant Program (PALH) Scholarship – PALH, a caucus of the • CPMS Advancement Scholarship – This • Academic Merit Scholarship – These schol- AAPA, offers two scholarships to currently $1,000 award is awarded to the student arships are distributed to entering first-year enrolled physician assistant students. Visit demonstrating the greatest improvement in students based on academic record and pro- http://pasforlatinohealth.org/scholarship.htm class rank from the end of Year I to the end fessional promise. No application is required. for information. of Year II. • Buckner Scholarship – Established to honor • Physician Assistants in Orthopedic • The Fund for Podiatric Medical Education the memory of John Buckner, PA’83, this Surgery Susan Lindahl Scholarship – This – A variety of scholarships available to third- scholarship is given to a deserving second- memorial scholarship fund was established and fourth-year students. Awards are based year student who demonstrates leadership, to cultivate and attract young physician as- on financial need, academic record and com- academic excellence and a compassionate, sistant students into the field of orthopedics. munity service. Amounts vary. Contact the caring attitude toward patients and fellow For information, visit http://paos.org/pas- Dean’s Office. students. cholarship.html. • PICA (Podiatry Insurance Company of • Association of Family Practice Physicians • Captain Sean P. Grimes Physician Assis- America) Scholarships – Up to $2,500 based Assistants Scholarship – This association tant Educational Scholarship, Society of on academic merit and professional promise. offers scholarships to first- and second-year Army Physician Assistants – This scholar- Contact the Dean’s Office. physician assistant students who are student ship honors the memory of Captain Sean • Washington State Podiatric Medical As- members of AFPPA, demonstrate a special P. Grimes, a physician assistant who was sociation – Erickson Memorial Scholarship interest in primary care medicine and are in killed in action while serving as the battalion and Parrett Scholarship Foundation provide good academic standing. Scholarships to physician assistant in Korea. Applications and awards to Washington state residents who first-year students are $1,000; to second-year details about the scholarship and Captain are enrolled in the College of Podiatric students, $1,500. Visit www.afppa.org/schol- Grimes’ life can be found on the SAPA web- Medicine and Surgery. Contact the Financial arship_ application.html for information. site at http://sapa.org/ SeanScholarshipPage. Aid Office. • Association of Schools of Allied Health htm. • Podiatry Foundation of Pittsburgh Professions Scholarship – The ASAHP offers • Tylenol Scholarship – This fund awards – Awards of $1,000 to $2,500 for rising two scholarship programs, the Secretary’s $250,000 in scholarships to students in first- and third-year students who are from Award and the Scholarship of Excellence health care. Twenty $5,000 awards and 150 western Pennsylvania. Contact the Financial Award, for students enrolled in an accredited $1,000 awards are available. For information, Aid Office. allied health program. For information, visit visit www.tylenol.com. • Arkansas Podiatric Grant – Up to $6,400 www.asahp.org. per year as a forgivable loan. Must be an Ar- • Indian Health Service Scholarship – This kansas resident, and must return to practice scholarship program provides financial College of Health Sciences in Arkansas one year for each year of loan. assistance for American Indian and Alaskan Doctor of Physical Therapy & Professional Contact the Financial Aid Office. Native (federally recognized only) students D.P.T. Programs • Mississippi Podiatric Scholarship – enrolled in health professions and allied • Academic Merit Scholarship – Scholarships Variable amounts. Must be a Mississippi health professions programs. Upon accep- are distributed to entering first-year students resident, and must return to practice in Mis- tance of the scholarship funding, recipients based on academic record and professional sissippi one year for each year of scholarship. incur service obligations and pay-back promise. No application is necessary for this Contact the Financial Aid Office. requirements. Visit www.ihs.gov for informa- scholarship. • North Carolina Student Loan Program tion and an application. • Sandra Teague Memorial Scholarship for Health, Sciences and Mathematics • National Health Service Corps Scholar- – This fund was established by members of – $8500 per year. Must be a North Caro- ship – Provided by the U.S. Department of the P.T. Class of 1998, DMU physical therapy lina resident. The loan obligation may be Health and Human Services, each scholar- faculty and staff and the family of Sandra forgiven through approved employment ship covers the costs of tuition, required Teague, P.T. Class of 1998, who was killed in within the state of North Carolina provided fees, health insurance, required books and the tragic plane crash that targeted the Pen- the recipient works in the field that he/she equipment, and a monthly living allowance. tagon on September 11, 2001. The scholar- was funded. One calendar year of full-time Recipients must repay one year of service for ship is awarded annually to a third-year D.P.T. employment in a designated shortage area is each year of the scholarship. Visit http://nhsc. student. required for each year the loan was received. bhpr.hrsa.gov/join_us/scholarships.asp for • AMBUCS Scholarship – For more than 50 Contact (919) 549-8614 or the Financial Aid information. years, National AMBUCS™, Inc. has awarded Office for information. • Physician Assistant Foundation Scholar- scholarships to physical therapy students • Indian Health Service Loan Repayment ship – This foundation has awarded more in programs leading to master’s or doctoral Program – Graduate podiatric physicians than 750 scholarships totaling more than degrees. Awards range from $500 to $1,500

72 annually. There is one two-year award in the Health Care Administration Program federal check. Monthly stipend is paid amount of $6,000. Approximately $150,000 • Academic Merit/Community Service directly to you by federal check. is awarded annually. Awards are based on Scholarship – Scholarships ranging from Indian Health Service – Same as military financial need, U.S. citizenship, commitment $250 to $3,000 Public Health Service – Same as military to local community, demonstrated academic are awarded to students who show academic University Work Program – Wages paid accomplishment, character for compassion promise, who have made significant contri- directly to you via EFT once per month and integrity, and career objectives. butions in the area of community service, Iowa Osteopathic Forgivable Loan – Paid Visit www.ambucs.com/Scholars/program_ and who demonstrate financial need. Schol- in full by a State of Iowa check. Counts as information.aspx for information. arship opportunities, application criteria financial aid. • Association of Schools of Allied Health and application deadlines are posted on the Other scholarships are paid once or twice a Professions Scholarship – The ASAHP offers M.H.A./M.P.H. student portal throughout year depending on the source. two scholarship programs, the Secretary’s the academic year. Current students should Award and the Scholarship of Excellence contact their academic advisor for more Notice of Awards Award, for students enrolled in accredited information. Prospective students should An award letter sent by the Financial Aid allied health programs. For information, visit contact the enrollment management office. Office notifies a student for these programs: www.asahp.org. • Federal Stafford Loan • Gary L. Soderberg Doctor of Physi- Many companies provide tuition assistance for • Federal Unsubsidized Stafford Loan cal Therapy Award – This scholarship is their employees. Employed students should • Federal Grad PLUS Loan provided by the Doctor of Physical Therapy check with their company’s human resources • Federal Perkins Loan Visionary Foundation Inc. in honor of Dr. department. • Primary Care Loan Gary Soderberg, former program director • Program Scholarships of Creighton University’s Doctor of Physi- • Alternative Loans (please note the lender cal Therapy program. To date, more than actually approves the loan) $15,000 has been awarded to students from Payment of Financial Aid professional D.P.T. programs. Students must An award letter directly from the granting be in their final year of study to apply. Tuition for D.O., D.P.M., PA, P.T. and Master’s agency notifies students for these programs: For information, visit www.dptvision.com/ degree Programs is collected in two equal in- • Iowa Osteopathic Forgivable Loan index.html. stallments. Half of the annual tuition is due at • Military Scholarship • Indian Health Service Scholarship – This registration (first term) and the second half is • Public Health Service Scholarship scholarship program provides financial due on a date to be published by the Account- • Indian Health Service Scholarship assistance for American Indian and Alaskan ing Office. Term starting dates are established Native (federally recognized only) students by the programs and the Registrar’s Office; see Federal Perkins Student Loan Program enrolled in health professions and allied the University calendar. Tuition for the M.H.A. Selection Criteria health professions programs. Upon accep- and M.P.H. Programs is charged by the credit Students in all of the University’s academic tance of the scholarship funding, recipients hour, refer to the Accounting section for more programs may apply for a Federal Perkins incur service obligations and pay-back information. Student Loan. The loan application is available requirements. Visit www.ihs.gov for informa- As a general rule, all loans are disbursed in from the Financial Aid Office. tion and an application. two equal installments. The following illus- • Tylenol Scholarship – This fund awards trates current regulations governing payment Procedure: $250,000 in scholarships to students in of aid: • Obtain a Perkins Loan Application from the health care. Twenty $5,000 awards and 150 Financial Aid Office. $1,000 awards are available. For information, Loans • Be in compliance with all current Title IV visit www.tylenol.com/. Federal Stafford Loan – Half is disbursed eligibility requirements. at registration, the second half after 50 • Include parental information on the FAFSA College of Health Sciences percent of the academic year is completed. and provide a copy of parents tax form Public Health Program Checks or electronic fund transfers are co- (required for consideration). Scholarship opportunities, application cri- payable to you and the University. teria, and application deadlines are posted on Federal Unsubsidized Stafford Student Selection: the M.H.A./M.P.H. student portal throughout Loan – Same as Stafford • Awards are based on demonstrated excep- the academic year. Current students should Federal Grad PLUS Loan – Same as Stafford tional financial need. Parental information contact their academic advisor for more Super Primary Care Loan – Loan proceeds required. information. are used to pay back prior loans borrowed • Applicants are ranked in order of need as Many companies provide tuition assistance while attending DMU. determined from the FAFSA. for their employees. Employed students Federal Perkins Loan – Same as Stafford • Loans are credited directly to the tuition should check with their company’s human Alternative Loans – Same as Stafford account. resources department. • Other eligibility requirements may be estab- Grants/Scholarships lished. College of Health Sciences Military Scholarship – Tuition is credited directly to your account. Books and equip- Conflicting Information ment allowance is paid directly to you by

73 If a review of student financial information Osteopathic Medicine Program plete the first 23 hours of class; two years to reveals discrepancies or shows conflicting in- 1. Maximum length of program: The program complete final classes and complete the 15 formation, no federal, state or other financial must be completed in six years. An ap- hours of research. An approved leave of ab- aid will be released until the discrepancy or proved leave of absence is not included in sence is not included in the five-year limit. conflicting information is resolved. The fol- the six-year limit. 2. A student must maintain a cumulative 80 lowing guidelines concerning discrepancies 2. A student must maintain a 70 percent percent average or higher. are in effect: average or equivalent. For courses graded 3. A grade of 70% will be given for any reme- • Students who fall into this category will be Pass/Fail, a Pass is equivalent to 70 percent diated course (this will seriously effect a notified in writing. or higher. student’s ability to maintain an 80% aver- • A written statement of the discrepancy or 3. A grade of Incomplete or Withdrawal is age). conflicting information will be provided to equivalent to No Hours for the course or the student. system. Satisfactory Progress: • The student will be given every opportunity 4. A repeated course or system with a grade of • Successfully complete all required classes. to provide an explanation or documentation P or 70 percent or higher will be credited to • Choose thesis laboratory in the first year to resolve the conflict. the course or system in the academic year • Successfully propose thesis project taken. • Progress appropriately on thesis project Verification of Student Financial • Successfully defend thesis work (requires Information Satisfactory Progress: both oral and written defense) Students selected for verification of infor- • To progress to Year II, a student must suc- mation are governed by this policy: cessfully pass all Year I courses. Podiatric Medicine Program • From the date of notification by the Financial • To progress to hospital/clinic rotations (Years 1. The student must have completed Aid Office, the student will have 60 days to III and IV), a student must successfully pass 70 percent of the work each year based on supply the necessary documentation. all Year II courses and pass Level I of COM- credit hours as determined by the Office • Failure to provide required documentation LEX. A student must also pass all required of the Registrar during the first three years will result in the withholding of all Title IV “for credit” laboratory courses. and based on clock hours during the disbursements. • To graduate, a student must successfully last year. • A student selected for verification will be pass all hospital/clinic rotations and Level II 2. The student must maintain a cumulative notified, in writing, at the current address of COMLEX. weighted average of 70 percent or higher. of record. • A failure in any course/system/hospital/clinic A passing grade or a grade of 70 percent • A student must submit the verification rotation or “for credit” laboratory course or higher is defined as equivalent to a grade worksheet, a copy of his/her 1040, 1040A or must be remediated before advancing to the of C or better. 1040EZ or statement of non-tax filer status next grade level. 3. The maximum length of time allowed for and any other documentation required to earning a D.P.M. degree is six years. Ap- resolve conflicting information. Master of Science in Anatomy proved leaves of absence are not included Program in this six-year limit. Other Financial Aid Policies 1. Maximum length of program: The program 4. A grade of Incomplete or a Withdrawal from The University has adopted the following must be completed in five years. An ap- a course/system is equivalent to No Credit policies governing student budget items and proved leave of absence is not included in Hours for that course/system. availability of student financial aid. the five-year limit. 5. A grade of 70 percent or higher in a 2. A student must maintain a cumulative per- repeated course/system will be credited Budget Adjustments centage average of 85 percent or greater in with the course/system hours in that aca- In certain documented circumstances a the following four classes: Gross Anatomy, demic year. student’s cost-of-attendance budget may be Cell and Tissue Biology, Neuroanatomy and 6. The faculty may impose additional academ- increased to receive additional funds. These Human Development. ic requirements for advancement or promo- may include but are not limited to: child day 3. A student must maintain a cumulative 80 tion other than those listed above. All other care costs, un-reimbursed medical expenses, percent average or higher. academic requirements for advancement or costs associated with a disability or certain 4. A grade of incomplete or withdrawal is promotion apply as specified in the student other unforeseen expenses (not associated equivalent to no hours for the course. evaluation mechanism. with living expenses, car payments, credit 5. A repeated course with a grade of P or 70 card payments, etc.) If you think you may percent or higher will be credited to the Doctor of Physical Therapy Program qualify, contact the Financial Aid Office for course in the academic year taken. 1. Maximum length of program: A student more information. 6. A student must successfully complete the must complete the program within four comprehensive examination. years of initial registration. Satisfactory Academic Progress 2. Academic grades: A student must maintain for Financial Aid Eligibility Master of Science in an overall percentage average of 80 based Students in each of the University’s Biomedical Sciences Program on a scale of 100. For courses graded Pass/ education programs must show satisfactory 1. Maximum length of program: Although Fail, a Pass grade is equivalent to 80 percent academic progress to remain eligible for the program is designed to be completed or better. financial aid. The requirements, by program, in two years, a student may take up to five 3. The D.P.T. Program is measured in blocks, are as follows: years to complete it — three years to com- with nine blocks in the entire course of 74 study. fied in the Student Handbook. • Year I consists of Blocks I, II and III. 5. An incomplete or withdrawal is considered • Year II consists of Blocks IV, V and VI. as “a course attempted” and will be • Year III consists of Blocks VII, VIII and IX. calculated in the percentage completed. In addition to maintaining an overall A repeated course will be treated in a percentage average of 80, a student must similar way. complete Blocks I and II to be judged as making satisfactory progress in Year I. The student must complete Blocks IV and V to be judged as making satisfactory progress in Year II. The student must complete Blocks VII and VIII to be judged as making satisfactory academic progress in Year III. 4. All other academic requirements for advancement or promotion apply as specified in the Student Handbook and catalog. 5. An incomplete or withdrawal is considered as “a course attempted” and will be calculated in the percentage completed. A repeated course will be treated in a similar way.

Physician Assistant Program 1. Maximum length of program: A student must complete the program within 37 months of initial registration. 2. Academic grades: A student must maintain an overall average of 2.7 (80%) or equivalent. For courses graded Pass/Fail, a Pass grade is equivalent to 70 percent or better. 3. Students must successfully complete Year I requirements prior to entering Year II (clinical phase). 4. The faculty may impose additional academic requirements for advancement or promotion other than those listed above. All other academic requirements for advancement or promotion apply as specified in the student handbook. 5. An incomplete or withdrawal is considered as “a course attempted” and will be calculated in the percentage completed. A repeated course will be treated in a similar way.

M.H.A. and M.P.H. Programs 1. Maximum length of program: A full-time student must complete the program within three years. A half-time student must complete the program within seven years of initial registration. 2. Students must maintain at least a 3.0 grade point average on a 4.0 scale. 3. Satisfactory progress: A full-time student must complete at least 18 semester hours per academic year. 4. All other academic requirements for advancement and promotion apply as speci-

75 Directory

Board of Trustees ** McKINNEY, HAROLD E. Traci Bush, M.S.P.T., O.T.R./L ** McNERNEY, J. R., D.O. Director, Doctor of Physical Therapy Program, College of Health Sciences ** MULLIN, DOROTHY V., D.O., ** OLSEN, RALPH A. Teri Stumbo, P.T., M.S. Executive Committee Director, Post-Professional Doctor of Physical Therapy PETERSEN, GLENN C. James A. Grekin, D.O., MACOI – Chair Program, College of Health Sciences ROTHMAN, DAVID, D.O., MACOI Larry J. Baker, D.O. – Chair-Elect Craig A. Canby, Ph.D. RUZA, PAUL, D.O. C. Arthur Wittmack – Vice Chair Director, Master of Science in Anatomy Program, College ** SHIMODA, GEORGE K., D.O. of Osteopathic Medicine Richard M. Kotz, D.O. – Secretary SUTTON, SARA E., D.O. Stephen M. Morain, Esq. – Treasurer David Strom, Ph.D. ** SWARZMAN, ROY L., CLU Director, Master of Science in Biomedical Sciences Max T. McKinney, D.O. – Immediate Past-Chair **TORIELLO, DAN D., D.O., Program, College of Osteopathic Medicine ** WALDINGER, MOSE ANDRES, DALE F., D.O. ANGOVE, ARTHUR E., D.O. ** WILSON, BRYCE E., D.O. University Pre-clinical BRAVER, BARRY, D.O. ** Deceased BUCHOLZ, GILBERT S., D.O., FAOCR and Clinical Faculty BUTTON, JENNIE TRIPSIN, D.O. CHRISTENSEN, JAY, M.H.A. Administration Akbar, Sameena, Ph.D. FELDMAN, BERNARD M., D.O., FACG Assistant Professor, Microbiology and Immunology B.S., University of Karachi, Pakistan; Ph.D., University of GARNAAS, JON D. California, Davis GLANTON, W. STEVENSON, Esq Stephen Dengle, M.B.A. Interim President; Chief Operating Officer Baldus, Roberta J., B.S., PA-C, M.P.A.S. HANNAM, H. DEAN Instructor, Physician Assistant HART, BRIAN G. Karen McLean, Ph.D., M.S. A.D.N., North Iowa Area Community College; B.S.N., Grand Provost View University; B.S., Des Moines University; M.P.A.S., HATCHETT, W. HAL, D.P.M., FACFAS University of Nebraska KREAMER, ROBERT M., D.O., MACOI Mary Ann Zug Vice President for Student Services Barp, Eric A., D.P.M. ROSENBLATT, EDWIN, D.P.M. Clinical Associate Professor, Podiatric Medicine SAHAI, ANIL, PH.D., D.O. Kendall Reed, D.O., FACOS, FACS Dean, College of Osteopathic Medicine Beck, Susan L., D.O. STOKEN, JACQUELINE M., D.O. Chair and Associate Professor, Surgery WALLACE, SAMUEL T. Robert M. Yoho, D.P.M., M.S., FACFAS B.S., Iowa State University; D.O., Des Moines University Dean, College of Podiatric Medicine and Surgery YUNGCLAS, PATRICIA Belloff, Richard, D.B.A., M.B.A. Jodi L. Cahalan, Ph.D., M.P.H., M.S., PA–C Faculty, Health Care Administration Dean, College of Health Sciences B.S., Philadelphia University; M.B.A., Rider University; D.B.A., International School of Management, St. John’s Emeritus Trustees Bryan Larsen, Ph.D. University Dean for University Research and Biomedical Graduate Studies Bender, Robert, M.D. ABRAMSOHN, JULIUS L, D.O. Assistant Professor, Family Medicine B.S., Duke University; M.D., St. Louis University School of ** AGNEW, JOHN C., D.O. John Parmeter, J.D. University Counsel Medicine ANDERSON, WILLIAM G., D.O., FACOS Bennett, John, D.P.M. ** ASTLEY, J.R. Mark Peiffer, CPA Chief Financial Officer Assistant Professor, Podiatric Medicine ** BAKER, JOSEPH B., D.O. B.A., University of Maryland; D.P.M., Ohio College of Podiatric Medicine ** BALDRIDGE, JOHN Larry D. Marquardt, M.Ed., M.L.S. Library Director BROWN, RICHARD M., D.O. Beverly, Carolyn, M.D., M.P.H. Kathy L. Scaglione Assistant Professor, Family Medicine COATNEY, RICHARD F., D.O. M.D., University of Kansas School of Medicine ** CONNOLLY, JOHN JR., ESQ. Registrar DIAMOND, MARTIN D.O. Wendy Ringgenberg, Ph.D. Blackburn, Scott L., D.O. Clinic Instructor, Surgery ** ELMETS, HARRY B., D.O. Director, Public Health Program College of Health Sciences FISHER, SUE, D.O. Boggs, Mary, D.O. Clinic Instructor, Surgery ** GLANTON, LUTHER T., JUDGE Carla Stebbins, Ph.D. Director, Health Care Administration Program, College of Brittingham, Andrew, Ph.D. GOLDSTEIN, MURRAY, D.O. Health Sciences Associate Professor, Microbiology & Immunology GROFF, IRWIN G., D.O. B.S., Philadelphia College of Pharmacy and Science; Ph.D., Jolene Kelly, M.P.A.S., PA-C Temple University School of Medicine **LERNER, ALFRED D., HONORABLE Director, Physician Assistant Program , ** LEVITT, MADDIE College of Health Sciences Buchanan, Patricia A., Ph.D., P.T. LEVY, RALPH, D.O. Associate Professor, Doctor of Physical Therapy Program A.B., University of North Carolina; M.A., Indiana State ** MAGEN, MYRON S., D.O., FACOP University; M.S., University of Indianapolis; Ph.D., Indiana University 76 Bush, Traci, M.S.P.T., O.T.R./L Figueroa, Jose, D.O. Hoff, Gary L., D.O., FACOI, FACC Director and Associate Professor, Assistant Professor, Osteopathic Manual Medicine Chair and Associate Professor, Medical Humanities Doctor of Physical Therapy Program B.S., Iowa State University; D.O., Des Moines University B.S., Oklahoma State University – Stillwater; D.O., Oklahoma B.S., University of Missouri – Columbia; M.S.P.T., Des Moines State University College of Osteopathic Medicine University Finnerty, Edward P., Ph.D. Professor, Physiology/Pharmacology; Clinical Professor, Kavanagh, Colin, D.O. Cahalan, Jodi L., Ph.D., M.P.H., M.S., PA–C College of Health Sciences Director, Occupational Health; Assistant Professor, Dean, College of Health Sciences B.S., Indiana State University; M.A., Indiana State University; Family Practice B.S., Des Moines University; M.S., Des Moines University; Ph.D., Indiana State University B.A., Northern Arizona University; D.O., Des Moines M.P.H., Des Moines University; Ph.D., University of Nebraska- University Lincoln Fish, Barry D., M.A.E.D./AEDL, PA–C Assistant Professor and Curriculum Coordinator, Kaylarian, Victor, D.O., FACP Canby, Craig A., Ph.D. Physician Assistant Program Chair and Professor, Internal Medicine Professor, Anatomy and Director, Master of Science in B.S., University of Nebraska College of Medicine, M.A., B.S., Northeast Missouri State University; D.O., Philadelphia Anatomy Program; Clinical Associate Professor, College University of Phoenix College of Osteopathic Medicine of Health Sciences B.S., Iowa Wesleyan College; Ph.D., University of Iowa Flood, Michael T., D.O. Kelly, Jolene, M.P.A.S., PA-C Chair, Iowa Simulation Center; Associate Professor, Program Director and Instructor, Physician Assistant Carney, Kyla, D.O., M.S. Internal Medicine Program Assistant Professor, Iowa Simulation Center B.A., College of the Holy Cross; D.O., Des Moines University M.P.A.S., University of Nebraska; PA-C, Des Moines University D.O., Des Moines University; M.S., Fort Hays State University Formaro, Dominic, D.O. Khan, Makhdoom Ali, Ph.D. Case, William W., M.P.A.S., PA–C Clinic Instructor, Surgery Professor, Anatomy Clinical Coordinator, Simulation Lab B.S., West Virginia University; M.S., West Virginia University; B.H.S., Wichita State University; B.S., Iowa State University; Frerichs, Jill, D.P.M. Ph.D., West Virginia University M.P.A.S., University of Nebraska College of Medicine Assistant Professor, Podiatric Medicine D.P.M., Des Moines University Kirk, Spencer P., D.O. Chambers, Dan, M.P.A.S., PA–C Clinic Instructor, Surgery Associate Professor, Physician Assistant Program Freschi, Scot, D.P.M. B.S., University of Nebraska College of Medicine; M.P.A.S., Clinical Assistant Professor, Podiatric Medicine Klock, George, D.O. University of Nebraska College of Medicine B.A., Monmouth College; D.P.M., Des Moines University Chair and Associate Professor, Osteopathic Manual Medicine Chambers, Pam Harrison, M.P.H., PA–C Frush, Katherine M., D.P.M. B.S., University of Arizona; D.O., Des Moines University Associate Professor, Physician Assistant Program Assistant Professor, Podiatric Medicine B.S., Des Moines University; M.P.H., Des Moines University B.S., Chadron State College, D.P.M., Des Moines University Kolbinger, Gregory, M.P.A.S., PA–C Clinical Director, Simulation Lab Clavenna, George B., D.O. Geletta, Simon, Ph.D., M.S. A.S., Mankato State University; B.S., Des Moines University; Professor, Ophthalmology Associate Professor, Health Care Administration and M.P.A.S., University of Nebraska College of Medicine B.S., Wayne State University; M.S., Wayne State University; Public Health Programs M.P.H., University of Michigan; D.O., Kirksville College of B.A., Addis Abada University, Ethiopia; M.S., University of Kuiper, Nicholas J., D.O. Osteopathic Medicine Missouri – Columbia; Ph.D., University of Missouri – Columbia Clinic Instructor, Surgery Collins, Ben, D.O. Givant, Jolene, M.P.A.S., PA-C Larsen, Bryan, Ph.D. Assistant Professor, Family Medicine Instructor, Family Practice Dean, Research and Biomedical Graduate Studies; B.S., Boise State University; D.O., Des Moines University M.P.A.S., University of Nebraska Medical Center, PA-C, Des Professor, Microbiology and Immunology Moines University B.S., University of Iowa; M.S., University of Iowa; Ph.D., Covill, Laura G., D.P.T., M.H.S., OCS University of Iowa Assistant Professor, Doctor of Physical Therapy Program Gray, Jeffrey, Ph.D. B.S.P.T, Ithaca College; M.H.S., University of Indianapolis; Associate Professor, Microbiology and Immunology Lee, Michael S., D.P.M. D.P.T., Massachusetts General Hospital Institute of Health B.S., University of Nebraska-Lincoln; M.S., University of Clinical Associate Professor, Podiatric Medicine PRofessions Nebraska-Lincoln; Ph.D., Iowa State University Lewis, Drew D., D.O. Crawford, Tafline C., M.A. Grimm, Shawna M., D.O. Assistant Professor, Osteopathic Manual Medicine Instructor, Anatomy Clinic Instructor, Surgery B.A., University of Puget Sound; D.O., Des Moines University B.A., Wake Forest University; M.A., Southern Illinois University; Ph.D., Washington University – St. Louis Hamilton, Duncan, D.O. Lidtke, Roy, D.P.M., C.Ped, FACFAOM Clinic Instructor, Surgery Clinical Associate Professor, Podiatric Medicine Crisp, Terriann, Ph.D. D.P.M., Des Moines University Professor and Chair, Physiology/Pharmacology Hansen, Mary C., Ph.D., RN B.A., University of Texas – Pan American; M.S., University of Associate Professor, Public Health Program Mahoney, James, D.P.M., FACFAS Texas – Dallas; Ph.D., Marshall University School of Medicine B.S., Creighton University; M.S., Texas Woman’s University; Associate Professor, Podiatric Medicine Ph.D., Iowa State University B.S., University of Notre Dame; D.P.M., Scholl College of Davis, Kandace, D.P.T., CSCS Podiatric Medicine Online Course Facilitator, Post-Professional Doctor of Harley, James K., D.O. Physical Therapy Program Clinic Instructor, Surgery Marcovis, Karen E., D.O. B.A., Hastings College, M.P.T., Des Moines University, D.P.T., Clinic Instructor, Surgery Des Moines University Henry, Matthew, Ph.D. Associate Professor, Physiology/Pharmacology Marquardt, Larry, M.Ed., M.L.S. Decker, Molly E., D.O. B.S., Marquette University; Ph.D., University of Iowa Director, Library Clinic instructor, Surgery B.S., South Dakota State University; M.Ed., South Dakota Hilgerson, Alan, D.O. State University; M.L.S., Vanderbilt University Delaney, Laura A., PA-C Assistant Professor, Internal Medicine Instructor, Physician Assistant Program B.A., University of Iowa; D.O., Des Moines University Matz, Donald G., Ph.D. B.S., Des Moines University; M.P.A.S., University of Nebraska Chair and Professor, Anatomy; Clinical Assistant College of Medicine Hill, Denise, J.D., M.P.A. Professor, College of Health Sciences Assistant Professor, Health Care Administration Program B.S., St. Cloud State University; Ph.D., University of North Dyche, William J., Ph.D. J.D., M.P.A, Drake University Dakota Faculty, Anatomy B.A., Rutgers University; M.S. and Ph.D. Pennsylania State Hills, Diane C., Ph.D. Matz, Jeannine, Ph.D. University Associate Dean for Academic Affairs, College of Assistant Professor, Physiology/Pharmacology Osteopathic Medicine; Professor, Biochemistry/Nutrition B.A., St. Mary’s University; M.S., University of North Dakota; Elliott, James, D.O. B.S., Iowa State University; M.S., Iowa State University; Ph.D., University of North Dakota Assistant Professor, Family Practice Ph.D., Iowa State University B.S.Ed., Northwest Missouri State University; D.O., McAuliff, Thomas, D.O. Des Moines University Hirsh, Norma, M.D. Clinical Assistant Professor, Pediatrics Associate Professor, Medical Humanities B.S., Oklahoma State University; D.O., Oklahoma College of Evans, Thomas C., M.D. B.S., Iowa State University; M.D., University of Iowa Osteopathic Medicine Faculty, Academic Affairs B.A., M.A., Drake University; M.D., Hisley, Kenneth B., Ph.D. University of Iowa Assistant Professor, Anatomy B.S., University of Maryland, College Park; M.S. and Ph.D., University of Maryland, Baltimore 77 Means, Jeffrey, Ph.D. Plundo, David A., D.O. Spreadbury, David, Ph.D. Associate Professor of Psychiatry and Associate Dean, Medical Education and External Affairs Chair and Professor, Biochemistry/Nutrition; Clinical Chair, Behavioral Medicine B.S., University of Pittsburgh; D.O., Des Moines University Professor, College of Health Sciences B.S., Purdue University; M.S., Purdue University; Ph.D., B.Ed., University of Bristol, England; M.S., University of Northwestern University Plundo, Terri L., D.O. Aberdeen, Scotland; Ph.D., University of Aberdeen, Scotland Assistant Professor, Family Medicine Mercuris, Katherine L., P.T., M.G.S. B.S., University of Toledo; D.O., Des Moines University Stebbins, Carla, M.S., Ph.D. Associate Professor, Doctor of Physical Therapy Program Director and Associate Professor, Health Care B.S., Northwestern University; M.G.S., Drake University Reed, Kendall, D.O., FACOS, FACS Administration Dean, College of Osteopathic Medicine B.A., University of Northern Iowa; M.S., Des Moines Metts, Michael, D.O. B.S., Midwestern University; D.O., University of Health University; Ph.D., Iowa State University Clinical Assistant Professor and Chair, Pediatrics Sciences – College of Osteopathic Medicine B.S., Northeast Missouri State University; D.O., Des Moines Steele, Timothy, Ph.D. University Reimer, Rachel A., M.S., Ph.D. Chair and Professor, Microbiology Assistant Professor, Master of Public Health Program B.S., Indiana State University; Ph.D., Indiana University Moffitt, Julia A., Ph.D. B.S., University of Iowa; M.S. Iowa State University; Ph.D. Medical Center Assistant Professor, Physiology and Pharmacology Iowa State University B.S., University of Louisiana Monroe; M.A., University of Stevermer, Catherine A., M.P.T., G.C.S. Northern Iowa; Ph.D., University of Missouri Ringgenberg, Wendy, Ph.D., M.S. Instructor, Post-professional Doctor of Physical Therapy Director, Public Health Program Program Monsma, Rebecca, M.S.W., L.S.W. Ph.D, M.S. Ed, BSW, Iowa State University B.S., Iowa State University; M.P.T., University of Iowa Coordinator of Educational Services and Instructor, Psychiatry Robel, S. Juanita, P.T., M.H.S. Strom, David, Ph.D. B.A., Buena Vista University; M.S.W., University of Iowa Associate Professor, Doctor of Physical Therapy Program Associate Dean, University Research; Associate B.S.P.T., St. Louis University; M.H.S., Washington University Professor, Physiology/Pharmacology and Director, Mortensen, Luke H., Ph.D. Master of Science in Biomedical Sciences Program Assistant Dean of Faculty Development; Professor, Rollison, Lisa M., D.O. B.S., University of Iowa; Ph.D., University of California, San Physiology/Pharmacology Clinic Instructor, Surgery Diego B.A., Westminster College; Ph.D., Michigan State University Ronnebaum, Julie, M.P.T. Strom, Sylvia Mueller, Thomas J., Ph.D. Instructor, Doctor of Physical Therapy Program Instructor, Global Health Professor, Biochemistry; Associate Dean for Admissions B.A., University of Iowa; M.P.T., University and Student Academic Affairs, College of Osteopathic of Iowa Stubblefield, Joshua D., D.O. Medicine Faculty, Osteopathic Manual Medicine B.A., Cornell College; Ph.D., University of Texas Rooney, Theodore, D.O., FACP Director Clinical Research and Professor, Internal Stumbo, Teri A., P.T., M.S. Napa, Balasubramanyan, M.D. Medicine Associate Dean, College of Health Sciences; Director and Clinical Assistant Professor, Pediatrics B.A., Miami University; D.O., Kirksville College of Osteopathic Associate Professor, Post-Professional Doctor of Physical M.B.B.S., Madras Medical College, India; Diploma in Child Medicine Therapy Program Health, Madras College; M.D., Madras University B.S., University of Northern Iowa; Certificate in Physical Rudd, Joshua, D.O. Therapy, Chicago Medical School; M.S., College of St. Francis Newton, April, M.P.T. Clinic Instructor, Surgery Director of Clinical Education, Doctor of Physical Therapy D.O., Des Moines University Terry, Wayne H., Ph.D. Program Associate Professor, Physiology/Pharmacology B.A., East Tennessee State University, M.A., Drake University, Schmidt, Martin, Ph.D. B.S., Iowa State University; M.S., Iowa State University; M.P.T., University of Iowa Associate Professor, Biochemistry Ph.D., Iowa State University Ph.D., University of Frankfurt/Main, Germany Nguyen, Marie L., Ph.D. Tighe, Gretchen E., B.S., PA-C, M.P.A.S. Assistant Professor, Microbiology and Immunology Schuster, Melita L., D.O. Instructor, Physician Assistant Program B.S., University of Wisconsin – Madison, College of Assistant Professor, Family Medicine B.S., Iowa State University; B.S., Des Moines University; Agriculture and Life Sciences; Ph.D., University of Wisconsin B.S., University of Akron; D.O., Ohio University College of M.P.A.S. University of Nebraska College of Medicine – Madison, School of Medicine and Public Health Osteopathic Medicine Tran, Kim Q., Ph.D. Nordengren, Fritz, M.P.H Schuster, Richard G., D.O. Assistant Professor, Physiology/Pharmacology Instructor, Health Care Administration Program; Assistant Professor, Osteopathic Manual Medicine M.D., University of Medicine and Pharmacy, HoChiMinh City, Educational Technology Strategist, College of Health B.A., Kenyon College; D.O., Ohio University College of Vietnam; Ph.D., Hamamatsu University School of Medicine, Sciences Osteopathic Medicine Japan B.A., Iowa State University; M.P.H., Des Moines University Selover, Douglas, D.O. O’Connell, Nancy A., Ph.D. Clinical Assistant Professor, Pediatrics Tryon, Marjean, RN, B.S.N. Assistant Coordinator of Surgical Education Associate Professor, Physiology/Pharmacology B.A., Grand View College; D.O., Des Moines University B.S.N., Morningside College B.A., Cornell University; M.S., University of Rochester; Ph.D., University of Rochester Severidt, Mathew W., D.O. Clinic Instructor, Surgery Utley, Cynthia A., M.P.T. Olesen, Kaaren, D.O., M.S. Assistant Director of Clinical Education, Doctor of Chair and Assistant Professor, Obstetrics and Gynecology Shaffer, Dana, D.O., FACOFP Physical Therapy Program B.A., College of St. Benedict; M.P.T., Mayo School of Health- B.A., Boston University, D.O., M.S., Des Moines University Senior Associate Dean for Clinical Affairs B.S., Wilkes College; D.O., Philadelphia College of Related Sciences Oren, Shelley, M.S. Osteopathic Medicine Instructor, Iowa SImulation Center Vardaxis, Vassilios, Ph.D. B.S., Iowa State University; M.S., Iowa State University Shah, Yoghesh, M.D. Professor, Doctor of Physical Therapy Program Associate Dean, Global Affairs B.Sc., University of Athens; M.A., McGill University; Ph.D., Patestas, Maria, Ph.D. M.D., Seth GS Medical College, Bombay, India McGill University Professor, Anatomy B.A., Long Island University; M.S., University of Maryland; Shumate, Donald R., D.O. Wattleworth, Roberta, D.O., M.H.A., M.P.H. Ph.D., University of Maryland Faculty, Internal Medicine Chair and Professor, Family Medicine B.S., Texas Wesleyan College; D.O., Des Moines University B.S., Morningside College; D.O., M.H.A., M.P.H, Des Moines Pehde, Collin E., D.P.M., AACFAS University Assistant Professor, Podiatric Medicine Smith, Kari N., D.P.T., ATC B.S., Wichita State University; D.P.M., Des Moines University Physical Therapy Clinic Manager; Assistant Professor, Post- Weide, Garry D., D.O. Professional Doctor of Physical Therapy Program Clinic Instructor, Surgery Peterson, Shannon M., M.P.T., D.Sc.P.T., OCS, B.S., South Dakota State University; M.S.P.T. and D.P.T., Des COMT Moines University Weir, Joseph P., Ph.D., FACSM Assistant Professor, Doctor of Physical Therapy Program Research Coordinator and Professor, Doctor of Physical B.S., Morningside College; M.P.T., St. Ambrose University; Smith, Kevin M., D.P.M., M.S., FACFAS Therapy Program D.Sc.P.T., St. Andrews University Associate Dean, Podiatric Medicine; ; Associate B.S., Eastern Washington University; M.P.E., University of Professor, Podiatric Medicine Nebraska; Ph.D., University of Nebraska Philp, Alisdair R., Ph.D. B.A., University of Northern Iowa; D.P.M., Des Moines Assistant Professor, Biochemistry and Nutrition University Whitsell, Tiffany, D.O. B.Sc. (Hons), Imperial College London; Ph.D., Imperial College Clinic Instructor, Surgery London, UK Southard, Nicholas M., D.O. Clinical Instructor, Surgery 78 Wilson, Wayne A., Ph.D. *Lee, Sara Jean Gibson, D.O. Assistant Professor, Biochemistry Associate Professor Emerita, Osteopathic Manipulative B.S., Ph.D., University of Dundee Medicine Woolley, Adrian, D.O. Leopold, David W., D.O., FACOP Assistant Professor, Family Practice Professor Emeritus, Pediatrics B.A., University of California – San Diego; D.O., Des Moines University *McNerney, Joseph R., D.O., D.Sc. Professor Emeritus, Medicine Yoho, Robert M., D.P.M., M.S., FACFAS Dean, College of Podiatric Medicine and Surgery; *Melhado, Julian J., D.O., Ph.D. Professor, Podiatric Medicine Professor Emeritus, Psychiatry B.S., Grove City College; M.S., Duquesne University; D.P.M., Ohio College of Podiatric Medicine *Newcomb, Harvey R., Ph.D. Professor Emeritus, Microbiology York, Ann M., P.T., Ph.D. Associate Professor, Health Care Administration Ramos, Roche P., M.D., FCAP, FASCP B.S., Western Michigan University; M.S.P.T., Duke University; Professor Emerita, Pathology Ph.D., Walden University Sayeed, Karuna, M.D. Professor Emerita, Pathology Emeriti Faculty *Schwartz, John P., D.O., D.Sc., FACOS Professor Emeritus, Surgery Stockton, Beverly A., R.N., M.S., Ph.D. Archibald, Erwin, D.O., Ph.D. Professor Emerita, Physiology/Pharmacology Assistant Professor Emeritus, Family Practice *Stork, Joseph J., D.O. *Bachman, Robert B., D.O., FACOOG Assistant Professor Emeritus, Family Practice Professor Emeritus, Obstetrics/Gynecology Tarnopolsky, Rafael, M.D., D.Sc., FACS Baker, Joseph B., D.O., FACGP Professor Emeritus, Surgery (ENT) Associate Professor Emeritus, Family Practice *TePoorten, Bernard A., D.O., FAAO Breithaupt, Thomas B., Ph.D. Professor Emeritus, Osteopathic Manipulative Medicine Professor Emeritus, Biochemistry Zelnick, Saul, M.D., FACS, FACOG Burrows, Elizabeth, D.O., FACOOG Professor Emeritus, Obstetrics/Gynecology Professor Emerita, Obstetrics/Gynecology Carlson, Mildred V., Ph.D. Professor Emerita, Biochemistry *Deceased *Cash, Byron L., D.O., FACOS Professor Emeritus, Radiology Celander, Evelyn, M.S., D.Sc. Associate Professor Emerita, Biochemistry *Cole, Chester C., LL.D. Professor Emeritus, Medical Jurisprudence Cooper, Gerald J., D.O., FAAO, FCA Associate Professor Emeritus, Osteopathic Manipulative Medicine Deavers, Daniel R., Ph.D. Professor Emeritus, Physiology/Pharmacology Dyche, William J., Ph.D. Professor Emeritus, Anatomy *Elmets, Harry B., D.O., FAOCD Professor Emeritus, Dermatology *Enzmann, Ernest V., M.Ed., MA, PH.D. Professor Emeritus, Anatomy *Fitz, Erle W., Jr, D.O. Professor Emeritus, Psychiatry *Golden, Mary E., D.O., FCOP Professor Emerita, Pediatrics *Herman, Joseph A., D.O., D.Sc. Associate Professor Emeritus, Family Practice Kaylarian, Victor, D.O., FACP Professor Emeritus, Internal Medicine Kilmore, Mearl A., Ph.D. Professor Emeritus, Physiology/Pharmacology Kneussl, Frank M., Ph.D. Professor Emeritus, Anatomy *Laycock, Byron E., D.O., D.Sc. Professor Emeritus, Osteopathic Manipulative Medicine