2008-2010 Academic Catalog

AT DES MOINES UNIVERSITY

2008-2010 Academic Catalog Des Moines University, a private graduate university of the health sciences, is pleased to provide this catalog for the 2008-09 and 2009-10 academic years.

This catalog provides detailed information about the University’s degree programs in osteopathic medicine, podiatric medicine, physical therapy, postprofessional 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,

Governor Terry E. Branstad, J.D. President and CEO, Des Moines University

ABOUT THIS CATALOG Statement of Nondiscrimination

This catalog, issued in December 2007, provides Des Moines University does not discriminate on the basis information about Des Moines University for classes of race, color, religion, gender, national origin, ancestry, entering in August 2008 and August 2009. sexual orientation, age, disability, marital status, citizenship or any other characteristic protected by law in employment, The information in this catalog does not constitute a admission or access to education programs, activities or contract between the University and the student. The health care. University reserves the right to make changes in curricula, admission policies and procedures, tuition and financial Des Moines University has a specific policy on aid, academic standards and guidelines, student services accommodations in educational programming, which may and any other regulations or policies set forth in this be accessed on the student portal. After an individual has catalog, without giving prior notice. The University been admitted to the University, he/she must notify the also publishes student handbooks that serve as guides vice president for student services if the individual believes to enrolled students. These handbooks contain more that he/she has a disability for which he/she is entitled to a detailed information about the policies, procedures and reasonable accommodation. A designated representative organizations of the University. Enrolled students are of the University will meet with the individual to review advised to refer to each document as needed. the procedures adopted by the University regarding the reasonable accommodation of students with disabilities, including verification of the disability, the eligibility for a reasonable accommodation and the type of accommodation available.

Inquiries concerning the application of the University’s policy of nondiscrimination should be directed to one of the following:

Vice President for Student Services Des Moines University 3200 Grand Avenue Des Moines, Iowa 50312-4198 (515) 271-1440

Director of Human Resources Des Moines University 3200 Grand Avenue Des Moines, Iowa 50312-4198 (515) 271-1485

Executive Vice President Des Moines University 3200 Grand Avenue Des Moines, Iowa 50312-4198 (515) 271-1496

Colleges + 9 Programs = Table of Contents 3 Table of Contents One Great University

Academic Calendars Curriculum ...... 42 2008 – 2009 Academic Year...... 5 Summary of Courses ...... 42 2009 – 2010 Academic Year...... 5 Academic Standards & Guidelines ...... 43

The University College of Podiatric Medicine Mission, Vision...... 7 and Surgery History...... 7 Mission & Vision ...... 45 Governance...... 8 Accreditation ...... 45 Colleges & Degree Programs...... 9 Accreditation...... 9 Doctor of Podiatric Medicine Research...... 9 Admission Policies ...... 45 Student Honor Code...... 10 Prerequisite Courses ...... 47 Enrollment...... 10 Admission Procedures ...... 48 The Campus...... 10 Curriculum Overview ...... 49 Student Clubs & Organizations...... 11 Curriculum Outline ...... 49 Summary of Courses/Integrated Systems ...... 50 College of Osteopathic Medicine Clinical Affiliations ...... 53 Mission, Vision...... 17 Academic Standards & Guidelines ...... 54 Accreditation...... 17 Awards ...... 56 Student/Academic Services ...... 17 Student/Academic Services ...... 56

Doctor of Osteopathic Medicine College of Health Sciences Admission Policies ...... 20 Mission ...... 59 Premedical College Requirements ...... 22 Student/Academic Services ...... 59 Application Process ...... 22 Curriculum ...... 24 Master of Science in Physician Assistant Curriculum Overview, Years I - IV ...... 24 Studies Summary of Year I Courses ...... 25 Overview, Mission, Philosophy ...... 61 Summary of Year II Courses ...... 27 Objectives ...... 62 Years III & IV – Clinical Years ...... 30 Accreditation ...... 62 Clerkships & Rotations – Locations ...... 31 Admission Process ...... 62 Academic Standards & Guidelines ...... 31 Admission Requirements ...... 64 Curriculum Overview ...... 65 Master of Science in Anatomy Year I – Course Descriptions ...... 65 Mission, Vision...... 33 Year II – Clinical Preceptorships ...... 67 Admission Policies...... 33 Academic Standards & Guidelines ...... 68 Application Process...... 35 Curriculum ...... 36 Master of Public Health Summary of Courses ...... 36 Mission, Goals, Objectives ...... 69 Academic Standards & Guidelines ...... 38 Degree Requirements ...... 70 Core Curriculum & Course Sequence ...... 70 Master of Science in Biomedical Sciences Core Course Descriptions ...... 70 Mission, Vision...... 39 Admission Criteria...... 77 Admission Policies...... 39 Admission Policies and Procedures...... 78 Application Process...... 41 CONTINUED ON NEXT PAGE

Table of Contents CONT’D

Master of Health Care Administration Directory Mission, Goals, Objectives ...... 72 Board of Trustees ...... 105 Degree Requirements ...... 74 Administration ...... 105 Core Curriculum & Course Sequence ...... 74 Faculty ...... 105 Core Course Descriptions ...... 74 Emerti Faculty ...... 108 Admission Criteria...... 77 Admission Policies and Procedures...... 78

Dual Degree – MHA, MPH Programs Dual Degree ...... 78 Admission Policies & Procedures ...... 78 Academic Standards & Guidelines ...... 79

Doctor of Physical Therapy Mission ...... 80 Accreditation ...... 80 Curriculum Goals ...... 80 Application & Admission Process ...... 81 Admission Requirements...... 82 Curriculum Overview...... 83 Course Descriptions ...... 85 Academic Standards & Guidelines ...... 88

Postprofessional Doctor of Physical Therapy Mission ...... 89 Accreditation ...... 89 Curriculum Goals ...... 90 Application & Admission Process ...... 90 Course Descriptions ...... 90 Academic Standards & Guidelines ...... 91

Tuition & Financial Aid Tuition & Fees...... 93 Tuition & Fees Payment Policies ...... 94 Tuition Charges for Curricular Options: Directed Studies, Leave of Absence ...... 95 Refund Policies ...... 97 General Financial Aid Policies ...... 97 Loans ...... 98 Scholarships ...... 99 Payment of Financial Aid ...... 101 Satisfactory Academic Progress for Financial Aid Eligibility ...... 102

Academic Calendars

2008-09 Academic Year About the University the About

D.O., D.P.M., P.T., P.A., M.S. in Anatomy or Biomedical Sciences 2008 Year I June 2 Orientation for new PA students August 4 Orientation for new students August 11 Year I classes begin November 26 - 30 Thanksgiving break – No classes Dec. 20 - Jan. 6 Winter break 2009 March 14 – 22 Spring break May 29 Year I classes End

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

2009-10 Academic Year

D.O., D.P.M., P.T., P.A., M.S. in Anatomy or Biomedical Sciences 2009 Year I June 1 Orientation for new PA students August 3 Orientation for new students August 10 Year I classes begin November 25 – 29 Thanksgiving break – No classes Dec. 19 – Jan. 4 Winter break 2010 March 20 – 28 Spring break May 28 Year I classes end

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

2008-10 Trimester schedules

M.P.H. or M.H.A.

Jan 7 – April 27, 2008 Jan 4 – April 25, 2010 May 5 – Aug 24, 2008 May 3 – Aug 22, 2010 Sept 2 – Dec 21, 2008 Aug 30 – Dec 19, 2010

Jan 5 – April 26 2009 Jan 3 – April 24, 2011 May 4 – Aug 23 2009 May 2 – Aug 21, 2011 Aug 31 – Dec 20, 2009

About the University

ounded in 1898, Des Moines University History

is the only private medical school in Iowa. University the About FThe institution offers superior academics The history of Des Moines University reflects a con- in a collaborative environment. Graduate-level, tinuing commitment to teach, to learn and to serve. professional degree programs are offered Founded in 1898 as the Dr. S. S. Still College of in osteopathic medicine, podiatric medicine, Osteopathy, the institution has several times under- physical therapy, physician assistant stud- gone changes in name and location to accommodate ies, health care administration, public health, expanding enrollment and programs of study. anatomy and biomedical sciences. Renamed Still College of Osteopathy in 1905, with a two-year program of instruction, the school Mission continued to grow and prosper. During the 1940s The University will develop distinctive health the name was changed to Des Moines Still College of professionals committed to health promotion, Osteopathy and Surgery, reflecting a broader curricu- the discovery of knowledge and service to lum of medical studies. During this period the Col- the community. lege hospital and first clinic building were acquired. These facilities provided enhanced clinical training Vision opportunities for students and additional health care The University will improve the health of settings through which to serve the community. society through its distinctive health profes- In 1958 the institution was renamed the College of sions graduates, focus on health promotion, Osteopathic Medicine and Surgery. The first satel- discovery of knowledge, empowerment of lite clinic was established in 1963. In 1971 the Dietz individual responsibility for health and direct Diagnostic Center, a specialty clinic, began operation service to the community. as a major outpatient facility. In 1972 the College moved to its present 24-acre site on Grand Avenue. During the ensuing years, en- Academic Quality and rollment in the College more than doubled. Since the Continuous Improvement time of founding, the College has educated nearly 10,500 osteopathic physicians. Des Moines University strives to continuously im- Recognizing the need for additional members on prove the programs, offerings and services provided the health care team to complement physicians in to students and the community. Organizational learn- health care delivery, in 1980 the Board of Trustees ing leads to improved educational quality, student voted to establish the College of Podiatric Medicine experience and student satisfaction. As a student- and Surgery and the College of Health Sciences. focused institution, DMU achieves academic and These colleges, with the College of Osteopathic process improvement through input from future and Medicine, form the osteopathic medical university. current students as well as alumni. DMU conducts The College of Podiatric Medicine and Surgery multiple surveys each year to gather this information – the first podiatric college in the nation to be part of and data and encourages students to participate in a health sciences university – awarded the Doctor of each study. This information further helps the Uni- Podiatric Medicine (D.P.M.) degree for the first time versity to evaluate and improve learning outcomes, in 1986. offerings and services that focus on graduate health In the College of Health Sciences, the charter professions education. class of the Physician Assistant Program received the Bachelor of Science (B.S.) degree and the Physician Assistant Certificate in 1983. The first graduates of the Health Care Administration Program received the

Master of Science (M.S.) degree in 1986, and the first specialties and serves as a regional referral center. graduating class in the Program in Physical Therapy The clinic’s multi-specialty, interdisciplinary approach received the Master of Science degree in 1990. allows physicians to refer patients to a single loca- Beginning in the fall of 1999, the University began tion for diagnostic and therapeutic care of medical offering a Master of Public Health degree program ailments not ordinarily handled in a primary care through the Division of Health Management within or outpatient setting. The 1,500-seat Olsen Medical the College of Health Sciences. The Division of Health Education Center is adjacent to the clinic. Management was disbanded in 2005, allowing the The University’s commitment to wellness extends Health Care Administration Program and the Master beyond educational programs to the delivery of of Public Health Program to grow in separate direc- health care. Responding to a critical health care need tions, if needed, while still allowing collaboration. of people in central Iowa who are unemployed, the Also in the fall of 1999, the University name was University offers a comprehensive program of free changed from University of Osteopathic Medicine medical care called “We DO Care.’’ The program and Health Sciences to Des Moines University – annually provides health care to approximately Osteopathic Medical Center. The name was changed 1,000 temporarily unemployed individuals and their to reflect the University’s expanding role in the com- families in central Iowa through Des Moines Univer- munity and state as both an educator and health sity Clinic. In addition, students and faculty provide services provider, and to reaffirm the institution’s free health services and screenings to the community historical roots in the city of Des Moines. through charity events, sporting events and corpo- In the spring of 2002, Des Moines University rate wellness programs to help underserved children received formal approval to begin offering the Master and families. of Science in Physician Assistant Studies degree and Des Moines University has educated more than the professional Doctor of Physical Therapy degree 13,350 health care professional and will continue to with the start of the 2002-03 academic year. These prepare physicians and allied health personnel for revised degree programs replaced the bachelor’s careers in the ever-changing field of medicine while degree offered by the PA Program and the master’s developing innovative programs to serve students degree offered by the PT Program. and society. In January 2003, the Postprofessional Doctor of Physical Therapy program was started. This unique online program allows students to continue prac- Governance ticing as a physical therapist while advancing their education. The online format allows students to The DMU Board of Trustees, the legal governing complete their degree in the comfort of their home authority, which includes physicians and lay mem- or office while connecting them with other physical bers, has the responsibility for the overall control therapists from around the nation. The program spe- and policy-making of the University. The Board sets cifically prepares students for autonomous practice policy for the University in areas of finances, business by strengthening clinical decision making skills, administration, faculty and academic programs. The enhancing overall business knowledge, introduc- Board performs other duties as necessary in the over- ing health promotion and prevention strategies and sight of the University and the formulation of further developing manual skills. its policies. In 2005 the Student Education Center was The University has been a member of the Associa- completed and serves as the hub of campus life in tion of Governing Boards of Colleges and Universities the center of campus. Housed in the building are since January 1971. classrooms, the library, the bookstore, an auditorium, a wellness center, a cafeteria and coffee bar and Note: Members of the University’s Board of Trustees are administrative offices. listed in the section of this catalog titled “Directory.” In 2007 the University received approval to begin offering the Master of Science (M.S.) in Anatomy or Biomedical Sciences degrees through two new programs within the College of Osteopathic Medicine. Students in clinical programs receive part of their training on campus through Des Moines Univer- sity Clinic, which offers primary care and medical Colleges & Degree Programs Des Moines University is the only educational institution in Iowa exclusive to the health sciences. The College of Osteopathic Medicine University will continue to add health care programs for which there are no current education programs in • Osteopathic Medicine existence in the area or, if in existence, the programs The College of Osteopathic Medicine offers a are unable to meet needs within the state. four-year program of study leading to the Doctor of Osteopathic Medicine (D.O.) degree. Accreditation About the University the About • Anatomy The College of Osteopathic Medicine offers a Des Moines University is accredited by the Higher 40.5 credit hour program of study leading to the Learning Commission and is a member of the North Master of Science (M.S.) degree in anatomy. Central Association of Colleges and Schools, 30 North LaSalle St., Suite 2400, Chicago, Ill. 60602-2504. Tele- • Biomedical Sciences phone 312-263-0546; 800-621-7440; fax 312-263-7462. The College of Osteopathic Medicine offers www.ncahigherlearningcommission.org. a 40 credit hour program of study leading to Education programs within the University also the Master of Science (M.S.) degree in have professional accreditation within their respec- biomedical sciences. tive fields. Professional accreditation is listed in the college and program sections of this catalog. College of Podiatric Medicine & Surgery

• Podiatric Medicine Research The College of Podiatric Medicine and Surgery offers a four-year program of study leading to the Students play a vital role in research at Des Moines Doctor of Podiatric Medicine (D.P.M.) degree. University, which maintains laboratories and programs for basic, clinical and applied research. The College of Health Sciences research enterprise at Des Moines University allows students to share in the joy of discovery along with • Physician Assistant studies faculty mentors. Students frequently contribute to The Physician Assistant Program awards the published faculty papers, make research presenta- Master of Science (M.S.) degree in Physician tions at national meetings and develop and pursue Assistant Studies. their own projects, several of which have drawn national interest. • Physical Therapy Undergraduate students from colleges and univer- The Physical Therapy Program offers the Doctor sities in the central Iowa area also perform research in of Physical Therapy (D.P.T.) degree. the University laboratories and, during the summer, undergraduate research students from around the • Postprofessional Physical Therapy country participate in these research experiences. The Postprofessional Physical Therapy Program Laboratories are located in the recently renovated offers the Doctor of Physical Therapy (D.P.T.) Ryan Hall, which provides state-of-the-art research degree. facilities and equipment. The University has research laboratories in various disciplines, including im- • Health Care Administration munology, infectious disease, cancer research, cell The Health Care Administration Program offers biology and molecular biology. Extramural funding the Master of Health Care Administration for research from various government and industry (M.H.A.) degree. sources, along with University-based funding, help assure the vitality of the research efforts at DMU. • Public Health In addition to the research curriculum in physical The Public Health Program offers the Master of therapy and podiatric medicine, the University offers Public Health (M.P.H.) degree. an elective in research methods and ethics as part of the osteopathic and podiatric medical programs. A sampling of ongoing research projects include: • The role of manipulative medicine in modulation of Skills and Simulation Center immune response First Floor: Faculty offices, gross anatomy labs, re- • Molecular biology of virulence and antimicrobial search labs, security and University services resistance in microbial pathogens Second Floor: Faculty offices, Geriatric Education Cen- • Programmed cell death of cancer cells ter and research & grants • Use of viral agents as oncolytic mediators • Research in bioethics and geriatrics Academic Center • The role of aging in pain perception Lower Level: Lecture Halls 1, 2 and 3, cardiac simula- • Natural products in control of hypertension, diabe- tor lab, student mail center, lounge, audio/visual tes and cancer media center, vending • Antisense oligonucleotide therapy for hypertension First Floor: College of Osteopathic Medicine dean, fac- • Studies of the biomechanics of the lower extremity ulty offices, clinical affairs, global health, student and abnormal function government • Genetic polymorphism and disease risk. Second Floor: Physical therapy classrooms, College of Health Sciences dean’s office and support staff Third Floor: Physician assistant and physical therapy Student Honor Code classrooms, public health, health care administration, physician assistant and physical therapy The Student Honor Code was developed and ap- faculty offices and support staff proved in 1998 through the leadership and commit- Fourth Floor: Accounting, educational support servic- ment of the student body. In essence the code states es (academic counseling and multi-cultural affairs), that students will not cheat, steal or lie, nor tolerate community relations, financial aid, marketing and those who do. The purpose is to foster a learning communications, registrar environment that emphasizes honesty and an honor- Fifth Floor: Academic administration, administration able lifestyle consistent with the expectations of & finance, planning & technology, development, the professions students will enter and the patients president’s office, student services, University or publics they will serve. Detailed explanations of counsel the purposes and goals, definition and procedures related to the Student Honor Code are included in the Student Education Center student handbooks. Ground Floor: Auditorium, Summerfield’s Café and coffee bar, student lockers, student lounge and game room, employee lounge, Wellness Center, Enrollment vending, ATM First Floor: Matthew’s Bookstore, OMM classrooms, Total University enrollment is 1,615 (numbers from the podiatry classroom, student computer help desk, 2007-08 year). The breakdown by college is enrollment office, study/conference rooms, Well- as follows: ness Center (access from ground floor) • College of Osteopathic Medicine – 841 Second Floor: Library collections and staff offices, • College of Podiatric Medicine and Surgery – 209 large study/conference rooms, small study rooms • College of Health Sciences – 565 Des Moines University Clinic Ground Floor: Facilities The Campus First Floor: Clinic administration, human resources, information desk, Olsen Medical Education Center DMU’s campus is centrally located just west of (MEC), medical records, quality improvement downtown Des Moines near parks, the Art Center, Second Floor: Institutional Computing, Teaching apartment complexes, churches, synagogues, shop- Learning Technology Center, print shop ping areas, financial services and restaurants. Third Floor: Mercy clinical laboratory, radiology & mammography center and general X-Ray/bone Ryan Hall scan density screenings/ultrasound Ground Floor: Laboratories/classrooms and Standard- Fourth Floor: Clinics (physical therapy/occupational ized Performance Assessment Laboratory, Surgical therapy/speech therapy), Human Performance Laboratory 10 Fifth Floor: Primary care clinics, family practice, inter- • Cardio machines – treadmills, stair steppers, station- nal medicine, (cardiology, geriatrics, nephrology) ary bikes, ellipticals Sixth Floor: Physicians’ offices, occupational health • Free weights/weight machines services, student health services • Wellness classroom for exercise and yoga classes Seventh Floor: College of Podiatric Medicine & Surgery • Men’s and women’s locker rooms with showers in dean’s office, Foot & Ankle Institute, Podiatry Re- each area search Center, Diabetic Foot Center • Nutrition teaching kitchen Eighth Floor: Clinic Services for audiology, osteopathic manipulative medicine, ophthalmology, physical About the University the About medicine and rehabilitation Student Clubs and Organizations Ninth Floor: Mercy Terrace Hill Surgery Center Tenth Floor: Conference room, academic offices for To complement the academic and social interests departments of Behavioral Medicine, Family Prac- of students, the University encourages active par- tice, Medicine, Ob/Gyn, Osteopathic Manipulative ticipation in campus clubs. Students may select from Medicine, Pediatrics, Surgery a roster of more than 40 clubs, according to their special interests. Library * Denotes College-Specific Club Located on the second floor of the Student Educa- ** Denotes Honorary Society tion Center, the library contains more than 62,000 books and bound periodicals and subscribes to **Alpha Eta is the national scholastic honor society nearly 600 medical and scientific journals and news- of the allied health professions. Its purpose is to letters either in print or electronic format. The library promote and recognize scholarship, leadership and is part of the wireless campus network for laptop contributions to the allied health professions. users. The library provides circulation services, reference assistance and interlibrary loan and has access *The American Association of Women Podiatrists to MEDLINE and other computer databases through and Friends (AAWP & Friends) is an organization the library community on the portal. Students have for both men and women. The club’s mission is to access to additional resources through local and promote podiatric medicine as well as contribute ser- regional library networks and consortia. The library vices to the Des Moines community. Activities have also has a 2,000-volume rare book room and archive included working with a women’s shelter and serving collection of historical documents focusing on at a free clinic. osteopathic medicine and medical education in the 18th, 19th and 20th centuries. In addition, there are *American College of Foot & Ankle Orthopedics 19 study or conference rooms located in one wing of and Medicine (ACFAOM) serves the interests of the library. The library’s web page is located at http:// students by educating and informing podiatric www.dmu.edu/departments/library/index.html. medical students of the trends and developments in podiatric medicine, orthopedics and sports medicine. Audiovisual Services The club presents lecturers who are leaders in the The audiovisual services department is respon- various fields of podiatric medicine and also sponsors sible for campus instructional media services, workshops and clinical rotations covering various including television production and maintenance aspects of podiatric medicine and sports medicine. and operation of all audiovisual equipment. Student The podiatric profession often works to enhance the employment is offered, with job openings in the scope of many orthopedic clinics around the country, class you attend or nights and Saturday in the control and this club enables its members to become aware room. of the many topics in the field. It is the policy of the student chapter to present and maintain a broad, Wellness Center well-balanced program for all IPMSA members. DMU offers students a state-of-the-art, 25,000 square foot Wellness Center, located in the Student *American College of Health Care Executives Education Center. The following are features of the (ACHE) Student Chapter provides health care admin- Wellness Center: istration students with the opportunities for practical • Indoor track experiences in the field of health care management. • Basketball/volleyball court It enhances networking capabilities in the commu- 11 nity and provides opportunities to build professional The Emergency Medicine Club, nationally reg- development. istered with the American College of Osteopathic Emergency Physicians and the American College of * American College of Osteopathic Family Physi- Emergency Physicians, serves students interested in cians (ACOFP) is the national professional organiza- emergency medicine. Members have opportunities tion for osteopathic family physicians. Through its to learn new, cutting edge information from speak- student chapters, ACOFP promotes awareness and ers engaged in emergency services and to develop interest in osteopathic family medicine. The DMU skills through related workshops. The Emergency student chapter of ACOFP is very active both on Medicine Club can also help students network with campus and in the community, offering educational, professionals beneficial to those who plan to practice community service and recreational programs. emergency medicine. This club is open to students in any DMU program. *The American Medical Student Association (AMSA), with nearly a half-century of medical The Gay Straight Alliance acts as an avenue for les- student activism, is the oldest and largest indepen- bian, gay, bisexual, transgender and straight students dent association of physicians-in-training in the U.S. to celebrate our unique diversity in healthcare. The Membership benefits include a four-year subscrip- club focuses on promoting acceptance and providing tion to “The New Physician” journal, an AMSA Visa support for LGBT health care students, physicians and with no annual fee and the opportunity to network other health care providers, as well as offering op- with other medical students throughout the country. portunities for straight students to learn and better Also, the AMSA website offers many free Palm Pilot understand LGBT issues and culture. Activities center programs. on education and awareness, including presentations on health care topics, anti-discrimination issues and *The Association of Military Osteopathic Physi- unique aspects of caring for LGBT patients. Various cians and Surgeons (AMOPS) is directed at students service events offer a chance for DMU students to attending medical school on scholarship with the share our goals with the community. All club events military or Public Health Service. The primary goals of offer a safe and supportive atmosphere. the chapter are to assist members in obtaining information concerning military clinical rotations, residen- The Geriatrics Club provides interested students cy programs and medicine in a military environment with the opportunity to enhance their educational and to provide information on life in the military in exposure to elderly patient care, diagnosis and treat- general. Activities include an annual formal dinner, ment. Through various activities, including service the Dining Out, visiting an Army field hospital (MASH to the community, Geriatrics Club members expand unit), weapons qualification, an Army/Navy football their knowledge of geriatric medicine and gerontol- game party, opportunities to volunteer, such as the ogy, which is of value in many medical fields. The Combat Hunger Food Drive, plus a variety of interest- Geriatrics Club is open to all interested students ing speakers with various military experiences. and works with various older adult resource centers locally and nationally, including the Des Moines Uni- The Christian Medical Association is the local versity Geriatric Education Center. affiliate of the national association. The club’s focus at DMU is to encourage students to live their lives Holistic Medicine Club seeks to advocate healing for Christ and to assist them in their faith, as they practices that incorporate the entire human (body, become physicians and health care professionals. mind and soul) and to provide information on Weekly meetings at noon provide time for praise and alternative therapies not taught in the standard worship, speakers and prayer. The club also offers medical curriculum, yet gaining popularity by the men’s and women’s bible studies. public at large.

The Dermatology Club serves to promote the un- Infectious Disease and Public Health Club (IDPHC) derstanding and inclusive education about the medi- is open to all students of the University. Its mission is cal field of Dermatology. The club provides a network to educate students on issues and events in the areas of support and resources for students in all programs, of public health and infectious diseases, particularly while presenting issues seen by health professionals those that are emerging and could affect individuals in all fields. in the United States. Our goal is to provide presenta- 12 tions on campus with individuals who have first-hand arships, and other opportunities for all podiatric experience with these issues. medical students. Dues also allow you to receive the monthly Journal of the American Podiatric Medical *The Internal Medicine Club raises interest and Association (JAPMA) and the APMA News. provides information on the multi-disciplinary field of internal medicine. Regular club activities involve *The Master of Public Health Student Club offers lectures on important topics and cases in internal students an opportunity to connect with their fellow medicine provided by local clinicians and student-or- students and get involved in community activities. ganized community service projects. Members of the As members of the DMU MPH Student club, you will club also have opportunities to become acquainted be automatically enrolled into the Student Chapter University the About with internal medicine residents in the area, in order of the Iowa Public Health Association (IPHA). The Des to become more familiar with the many challenges Moines University Master of Public Health Student and rewards experienced by a practice in internal Club mission is to foster education, learning and medicine. service to promote the health of communities at large. This club serves as an arena for students to be- International Medical Club promotes the impor- come more conscientious of public health issues by tance of multiculturalism in society today. The club interacting with healthcare professionals, performing brings students of all heritages and backgrounds public health works and having opportunities for together to learn from each other and to simply un- continuous public health education. derstand the world outside of our backyards. Actively supporting all organizations and events on campus, Medical Students for Choice was organized to the International Medical Club has been a vital part promote an understanding of women’s reproduc- of DMU’s commitment to cultural awareness and the tive health and to ensure that women receive the full celebration of the diversity in America. range of reproductive health care choices. The club’s objectives are to create awareness regarding the *Iowa Medical Society (IMS) promotes medical edu- present and future of women’s reproductive health cation through community service projects. The club care through educational efforts, create excellent also offers opportunities to work with other medical educational and clinical training opportunities aimed students in the state and emphasize the importance at enhancing women’s reproductive health care and of cooperation between M.D.s and D.O.s. Through build a network of support and resources for medical delegates in the student chapter, students also have students who are working to become tomorrow’s an opportunity to influence medical legislation at the health care providers to women. state level. Membership through DMU/IMS also allows students to join the AMA, which entitles them to The Muslim Osteopathic Student Association a free Steadman’s Medical Dictionary and a subscrip- (MOSA) is a local chapter of the National Islamic tion to JAMA. Medical Association. The organization offers students a forum to celebrate the extensive contributions of *Iowa Podiatric Medical Students Associa- Islamic medicine and to encourage its practice. The tion (IPMSA) functions as the governing body for organization further serves as a spiritual conduit for students in the College of Podiatric Medicine and those seeking to live by Islamic values and tenets. Surgery (CPMS), with the president of IPMSA also Membership in MOSA is open to all students. being the president of the CPMS Student Govern- ment Association. Every podiatric medical student is The Neuroscience Club explores the complex array required to maintain membership in IPMSA. IPMSA of medical, psychological and social issues impact- holds monthly meetings in which all CPMS students ing upon the ill patient. The club presents speakers are invited and play a role as a voting member. IPMSA and programs to discuss the connection between serves as an umbrella organization over all podiatric the functions of the organ system and the functions clubs. IPMSA sends representatives from each class of the brain, thereby laying a strong foundation for as well as the president to semi-annual American understanding mind-body relationships. Programs Podiatric Medical Students Association meetings. also involve research and service. These representatives convey CPMS student opinions and return with information about a variety of topics The Obstetrics and Gynecology (Ob/Gyn) Club was such as board exams, residency structures, schol- organized to provide exposure to topics relating to 13 Obstetrics, Gynecology and women’s health through DMU students are welcome to join, and all that is speakers and activities. The club will present speakers required is a love of children! to educate students about the various paths in the Ob/Gyn field. There will be opportunities for commu- *The Physical Therapy Club is designed to supple- nity service projects within the Ob/Gyn spectrum. ment the growing and learning experiences of students, as well as provide opportunities for leader- Oncology Interest Group and Oncology Honor So- ship roles. Community service activities are avail- ciety provide exposure to clinical oncology, includ- able based on member interest and have included ing onco-surgery and its parallel aspect to modern volunteering at the Children’s Habilitation Center in basic science research in the area of oncology. All pool therapy and music therapy. P.T. Club also spon- students enrolled in COM, CPMS or CHS are eligible sors P.T. Week every October to promote National to participate. To become an active member of the Physical Therapy Month. Activities occur throughout society, students must complete a variety of selected the week to enable students to relate to those with tasks, including research presentations, clinical ob- disabilities and participate in activities to raise money servation, meeting attendance, grand rounds, tumor for charities. Speakers are also included in club activi- board meetings (Mercy) and student cancer confer- ties to enhance knowledge concerning current topics ences. Successful completion of the active participant in Physical Therapy and health care. objectives will result in membership induction and will be recognized by a certificate. *The DMU Physician Assistant Club promotes academic achievement, clinical excellence and **Pi Alpha is the national physician assistant honor professional identity for the students of the PA pro- society organized for the promotion and recognition gram. Since the medical field is such a changing and of significant academic achievement, leadership, advancing area of study, the club strives to present research, community/professional service and related information on current medical developments. Also, activities. Pi Alpha encourages a high standard of since the PA is a relatively new member of the health character and conduct among both physician assis- care team, club members educate both the public tant students and graduates. and DMU about the PA’s contribution to medicine.

**Pi Delta (Iota Chapter) recognizes the academic *Podiatric Practice Management & Journal Club achievements of students in the College of Podiatric (PPMJC) covers two facets, podiatric practice man- Medicine and Surgery. The primary objective of Pi agement and effectively researching the medical Delta is to promote high scholarship in the podiatric literature. A practice management seminar with sciences in order to progressively advance the profes- prominent members of the podiatric profession is sion. Election into Pi Delta symbolizes high scholastic held each semester. These guest speakers discuss a achievement and provides a professional scholarship variety of topics, such as procedures for setting up a incentive. Another important objective of Pi Delta podiatric office and the keys to a successful practice. is the promotion of scholarly fellowship by bringing Additional meetings are designed to help students together students and faculty in a fraternal-scholastic prepare for clinical rotations and residency. An essen- relationship. Regular meetings of Pi Delta emphasize tial adjunct to a podiatric education is early exposure the professional aspects of podiatric medicine and to the journal reading necessary for continuing edu- serve as a guide for instructive study and research. cation in this specialty field. Knowing how to use the latest evidence-based research in the care of the foot Pediatrics Club involves more than 100 members and ankle is a crucial task for all podiatric students on and off campus and offers an array of activities to master by the time they enter practice. PPMJC has to encourage participation and service. One such regular journal topic assignments to develop skills for activity is a recruiting dinner with Blank Children’s critically reviewing medical literature. These sessions Hospital residents and interns. Another big event is a emphasize learning the most efficient ways to delve winter holiday party for children living at the House into medical literature to prepare for rotations and of Mercy Shelter. The club also sponsors monthly lun- residency, as well as providing a clinical preview for cheon meetings, which include a lecturer who speaks first- and second-year students. about a pediatric specialty topic. Other activities include fund-raising activities for children, holiday Preventive Medicine Club promotes health and parties, performing school physicals, and more. All fitness for students and faculty at Des Moines Uni- 14 versity. It also provides training for the integration literature concerning these topics. of preventive health care in future practices through blood pressure screenings, Personal Wellness Profiles The Sports Medicine Club is open to all DMU (PWPs), guest lectures (about preventive medicine, students interested in the well being of athletes. This occupational medicine and nutrition) and other proj- club provides luncheon lectures with speakers in all ects and programs. The club provides an excellent areas of Sports Medicine (e.g., family practice physi- opportunity for students to work with the Wellness cians, orthopedic surgeons, athletic trainers and P.T.s). Department to increase awareness about the impor- The club also provides the opportunity for members tance of preventing disease through exercise, stress to observe local sports medicine physicians on the management, health screening and proper nutrition. sidelines and in surgeries. The club hosts an annual University the About taping clinic and does many community service Psychiatry Club develops programs that expose activities with local athletes. members to various psychiatry specialties and topics through a variety of lectures and laboratories. The The Student Advocate Association (SAA) seeks to club also seeks to provide a broader education in the represent and support spouses and significant others field of psychiatry. of students attending Des Moines University. Student Advocate Association gives members a better under- The Student Chapter of the American College of standing of the medical world and each step of the Foot and Ankle Surgeons (SCACFAS) is a student training process. SAA also provides a unique support chapter of the American College of Foot Surgeons. system and a connection to DMU and the Des Moines The organization introduces students to the fun- community. damental principles and practices essential to the surgically oriented podiatric physician. Included The Student National Medical Association (SNMA) in monthly meetings are interactive videos, case is the nation’s oldest and largest organization presentations and a clinical perspective in regard to focused on the needs and concerns of medical stu- the surgical aspects of primary care. The club also dents of color. SNMA is committed to strengthening stresses the importance of an interdisciplinary ap- the educational pipeline that flows from elementary proach to total foot care. schools into medical school by fostering scientific interest in elementary students and mentoring **Sigma Sigma Phi is the National Osteopathic students as they progress through high school and Honor Society that is actively involved in organizing college. The club’s programs are designed to (1) serve several large conferences throughout the year, as the health needs of under-represented communities, well as many community and campus projects. Each educating people about important health matters, local chapter represents those students who excel and (2) ensure that medical services are sensitive to academically and who show a strong commitment to the needs of culturally diverse populations. SNMA is extracurricular involvement. Those students who are also committed to reducing morbidity and mortality academically eligible are invited to apply for mem- in underserved communities by focusing on educat- bership during the fall and/or spring membership ing and empowering those communities to make drive. SSP membership may be looked at favorably by healthy lifestyle choices. many competitive residencies. *The Student National Podiatric Medical Associa- Students for Life is an organization that promotes tion (SNPMA) is a national organization dedicated the pro-life viewpoint and deepens the understand- to bringing podiatric medicine to the local communi- ing of the dignity of the human before and after ties, especially to the poor and minority communi- birth. The club provides factual information upon ties. This chapter’s goal is to increase awareness which individuals may make an informed decision of podiatric medicine in Des Moines through “The about the various topics of fetal development, abor- Mystery of the Pink Feet” puppet show and coloring tion, alternatives to abortion and euthanasia. DMU book, and by providing information on proper foot Students For Life also provides information concern- care, career opportunities and community-oriented ing support systems and services available to provide projects. assistance to women who face or may be faced with an untimely or problem pregnancy. The club will *The Student Osteopathic Medical Association sponsor speakers and presentations and provide (SOMA) links students to the members, philosophies 15 and activities of the American Osteopathic Associa- tion (AOA), the governing organization of the osteopathic medical community of the United States. The Des Moines University-SOMA chapter works locally to assist osteopathic medical students throughout their medical school training by providing educational lectures, community service opportunities and a strong support system. Nationally, SOMA works to promote awareness of student concerns to the AOA, to provide benefits that will make life as a medical student more enjoyable and to address issues that affect not only the osteopathic medical community, but also all societal issues that are of concern.

The Student Osteopathic Surgical Association (SOSA) is an organization of students interested in expanding their knowledge of surgery and surgical techniques through activities such as guest lectures, joint replacement and laparoscopic workshops, mentoring programs, conventions, and socials with fellow students and surgeons.

*The Undergraduate American Academy of Osteopathy (UAAO) is a nationally recognized organization with an extremely active chapter on the DMU campus. The club’s goal is to provide diverse opportunities to learn “hands on” the advantage of Osteopathic Manipulative Medicine (OMM). The club accomplishes this by sponsoring innovative workshops and luncheon programs with nationally re- nowned osteopathic physicians. UAAO also sponsors an OMM treatment tent at local road races, providing an opportunity for members to practice their OMM skills outside of the classroom environment. Joining UAAO provides multiple opportunities to experience DMU’s unique osteopathic point of view.

The mission of the Women’s Medical Alliance (WMA) of DMU is to improve the personal and professional well being of its members, increase the influence of women in all aspects of the medical profession and enhance the quality of women’s healthcare. The club sponsors speakers addressing issues that women face as patients and health care providers. WMA also takes part in community activities throughout the year.

16 College of Osteopathic Medicine

hroughout its history, the College of Os- and populations. teopathic Medicine (COM) has maintained Ta tradition of dynamic growth and aca- Vision demic excellence. Founded in 1898 as the Dr. To position the College as a leader in medical S. S. Still College of Osteopathy, the College education and health by pursuing and meeting was first housed in a simple two-story build- the highest standards of academic and clinical ing. The first class of 40 students followed a achievement. curriculum based on the osteopathic concept that good health is an outgrowth of the proper Accreditation functioning of all body systems. The College of Osteopathic Medicine is accredited Today students follow a four-year curriculum by the Council of College Accreditation (COCA) of that prepares them to become osteopathic the American Osteopathic Association. The Council physicians through an integrated program of is recognized by the U.S. Department of Education lectures, laboratories and clinical experiences and the Council for Higher Education Accreditation in hospitals and ambulatory care facilities. as the specialized accrediting body for osteopathic Campus facilities have grown from a single medical education. As an accredited college, COM is building in downtown Des Moines – which was a member of the American Association of Colleges of home to the College from 1927 to 1972 – to an Osteopathic Medicine, or AACOM. expansive education complex occupying 24 acres at 3200-3440 Grand Avenue. In addition to the on-campus clinic, core clinical rotations Student/Academic Services have been established with hospitals throughout Iowa and the midwest. Books & Equipment While gaining strength from the past, the Doctor of Osteopathic Medicine Program – Each College sees in the future an increasing op- medical student must obtain a stethoscope, sphyg- portunity to develop outstanding osteopathic momanometer and other diagnostic instruments as physicians to provide health care to the people recommended by the faculty during the first year. of Iowa and the nation. To achieve these Students may purchase books, instruments and sup- goals, the educational program will continue plies at Matthews Bookstore, located on the first floor to emphasize a comprehensive approach to of the Student Education Center. A first-year student patients and their health problems. Although should allot $3,000 for books and equipment. the importance of well-trained primary care os- Master of Science in Anatomy – Each anatomy teopathic physicians (family medicine, internal student must obtain materials as recommended by medicine and pediatrics) is a basic tenet of the the faculty during the first year. Students may pur- osteopathic medical philosophy, our students chase books, instruments and supplies at Matthews also explore careers in other specialties, such Bookstore, located on the first floor of the Student as emergency medicine, surgery, obstetrics Education Center. A first-year student should allot and gynecology and anesthesiology. $1,000 for books and equipment. Master of Science in Biomedical Sciences – Each Mission biomedical sciences student must obtain materials To educate tomorrow’s osteopathic physicians, as recommended by the faculty during the first year. health educators and scientists in a collab- Students may purchase books, instruments and sup- orative environment where the principles of plies at Matthews Bookstore, located on the first floor health, wellness, and research foster effective, of the Student Education Center. A first-year student professional and empathic care of individuals

17 should allot $500 for books and equipment. There is no limit on number of sessions and insurance is not needed. All services provided by student Food Services counseling are free and confidential. Summerfield’s Café, located on the ground floor of the Student Education Center, provides food service Diversity Services – The University is committed during breakfast and lunch hours. A coffee bar is to fostering a University community and campus open extended hours for students’ convenience. climate that values and actively supports Vending machines are located on the lower level of inclusiveness and diversity. This division the Academic Center, in Des Moines University Clinic, of Educational Support Services promotes on the ground floor of the Student Education Center programming designed to increase understanding and in the main level of Ryan Hall. and appreciation of diverse cultures, attempting to reduce prejudice, educate and promote social justice. Housing This office also helps students to maneuver and While on-campus housing is not available at DMU, interpret policies and regulations regarding visas, the Greater Des Moines area offers a variety of afford- insurance and other immigration-related documents. able housing options, many of which are within walking distance of the campus. The University’s website Child Care – Dependent children of students links students to housing opportunities. and employees receive priority consideration for openings as they become available at Children’s Student Health Services Garden childcare center. The center is located at Student Health Services, located in Des Moines Wesley Acres Retirement Community adjacent to University Clinic, offers free basic health care to full- the DMU campus. Students interested in this service time students enrolled in the osteopathic, podiatric, should contact the office of Student Services. The physical therapy, physician assistant, anatomy or University web site also provides a link to other biomedical sciences programs. Immediate family online resources for those seeking childcare. members are also eligible. Services include routine health care similar to a family practice setting. Allergy Faculty Advisor shots and a limited number of laboratory services are All students are assigned a faculty advisor who provided free of charge. Services provided in other provides assistance, advice and counsel as needed, departments of the Clinic will be billed at full charge. and who serves as a liaison between the student and Student Health Services is open 8 a.m. – 5 p.m., the academic and administrative communities. Based Monday through Friday. Noon hours are reserved for upon students’ needs and requests, faculty advisors students’ urgent health care needs. are available to monitor academic achievement and provide guidance and assistance in meeting academ- Educational Support Services ic requirements, serve as mentors to students, assist Student Counseling and Diversity Services are students with study and coping skills and inform located within the Division of Educational Support appropriate departments of student concerns. Services. Students are encouraged to utilize these services to help navigate the internal and external Career Planning stressors of graduate school. The College of Osteopathic Medicine, under the office of Clinical Affairs, utilizes the Careers in Medi- Student Counseling – The University realizes that cine Program to assist students in career planning. students may be faced with unpredictable challenges and pressures that may interfere with their academic, Student Handbook professional and personal wellness. Students The Student Handbook is available online and sup- who are facing such barriers are urged to seek plements the information in this catalog, providing the services of student counseling. The dedicated information on the policies, procedures and services staff members in the Student Counseling Office that guide students during enrollment at DMU. New are professionally trained and licensed to educate students are introduced to the policies and proce- students on intervention strategies when confronted dures contained in the Handbook at orientation. with relationship difficulties, depression, anxiety, substance abuse, limited test-taking and study skills Transcripts and Confidentiality and other emotional and/or academic difficulties. A written request and payment of the appropri- 18 ate fee by the student is required for each transcript. want changed and specify why it is inaccurate or Written consent of the student is required for dis- misleading. If the University decides not to amend closure of other personally identifiable information the record as requested by the student, the Uni- from the education records of the student, other versity will notify the student of the decision and than directory information, except for disclosure of advise the student of his or her right to a hearing such other records to (1) University officials, including regarding the request for amendment. Additional faculty, who have education interests; (2) officials of information regarding the hearing procedures will another school or school system in which the student be provided to the student when notified of the seeks or intends to enroll; (3) certain authorized rep- right to a hearing. resentatives of state and federal agencies; (4) persons 3) The right to consent to disclosures of personally and/or organizations designated by the University identifiable information contained in the student’s to perform specified management or administrative education records, except to the extent the FERPA tasks; and (5) lenders or lending agencies to whom authorizes disclosure without consent. One a student has applied for financial aid, as may be exception that permits disclosure without consent necessary for such purposes. Directors of medical is disclosure to school officials with legitimate education requiring information for internship rec- educational interests. A school official is a person ommendations must submit a written request to the employed by the University in an administrative, Registrar’s Office. supervisory, academic or research or support staff The University will, on request, provide to any position (including law enforcement and health student the content of his or her education records staff); a person or company with whom the Univer- to ensure that the information is accurate and is not sity has contracted (such as an attorney, auditor or misleading or otherwise in violation of the privacy collection agent); a person serving on the griev- or other rights of the student. Transcripts will not ance committee or assisting another school official be issued to, or on behalf of, any student or gradu- in performing his/her duties. A school official has ate who has delinquent financial obligations to the a legitimate educational interest if the official University. It is the policy of the University to comply needs to review an education record in order fully with the rules, regulations and intent of Section to fulfill his/her professional responsibility. The 438 of the Family Educational Rights and Privacy Act second exception that permits disclosure without of 1974, otherwise known as the Buckley Amend- consent is “directory information.” Data consid- ment (see next page). Notification of Rights: Family ered by DMU to be directory information is listed Educational Rights and Privacy Act (FERPA) FERPA on the “Release of Student Educational & Directory affords students certain rights with respect to their Information” form, which can be requested at the education records. Office of the Registrar. They are: 4) The right to file a complaint with the U.S. Depart- 1) The right to inspect and review the student’s ment of Education concerning alleged failures education records within 45 days of the day the by DMU to comply with requirements of FERPA. University receives a request for access. Students Address: Family Policy Compliance Office, U.S. should submit to a University official a written Department of Education, 600 Independence Ave. request that identifies the record(s) they wish SW, Washington, D.C. 20202-4605. to inspect. If the records are not maintained by that official, he or she will advise the student of the correct official to whom the request should be addressed. The appropriate University official will make arrangements for access and notify the student of the time and place where the records may be inspected. 2) The right to request the amendment of the student’s education records that the student believes are inaccurate or misleading. Students may ask the University to amend a record that they believe is inaccurate or misleading. They should write the University official responsible for the record, clearly identify the part of the record they 19 Admission Policies The admission policies of the Doctor of Os- teopathic Medicine program ensure selection of Doctor of Osteopathic students with appropriate preparation to meet the Medicine Program rigors of the challenging curriculum in medical education. These policies define acceptable premedical education and designate admission procedures. All admission requirements must be completed prior to The Osteopathic Profession matriculation. Prospective students should carefully note specified deadlines. The practice of osteopathic steopathic medicine is a philosophy of medicine requires good communication skills, an health care that emphasizes the interre- understanding of individuals within their social lationships of the body’s systems in the environment, logical and quantitative thinking and O a solid background in the sciences. To meet these prevention, diagnosis and treatment of illness, disease, and injury. The Doctor of Osteopathic requirements, students are encouraged to complete Medicine (D.O.) is trained to use all clinical/ a diversified undergraduate program. scientific modalities to maintain and restore The application process culminates with a per- the health of patients. sonal interview at Des Moines University. Because Based upon an increasing body of scientific of limited openings, the Admission Committee evidence, osteopathic medicine emphasizes invites only those candidates considered to have the four main principles: greatest professional promise. The Committee bases 1. The human body is a unit, and all decisions on academic achievement, activities, per- body systems are interdependent. sonality, character, motivation and promise shown A disturbance in one system may alter by candidates. Advanced standing based on prior the functions of other body systems. course work is not given. 2. The body possesses self-regulatory Misrepresentation mechanisms that provide resistance to, and recovery from, injury and disease. Misrepresentation in, or omission from, admis- 3. Structure and function are interrelated, sion credentials, particularly information concerning providing the basis for manipulative previous felony or misdemeanor convictions, will treatment. constitute improper behavior under the Student 4. Appropriate prevention and treatment Evaluation Mechanism provisions of the COM of all disease processes is based on an Student Handbook. understanding of the body unit, its self- Multiple Applications regulatory mechanisms and the relationship between structure and function. Concerning students applying to the University for the first time: First-time entering students may The distinctive feature of osteopathic apply to only one clinical program at a time. Multiple medicine is the recognition of the relation- college or program applications will not be accepted ship between structure and function of the or processed. *Dual degree (D.O./M.H.A., D.O./M.P.H., body. The osteopathic physician (D.O.) uses D.O./M.S.) is the only exception. the developed skills of observation, definitive Concerning currently enrolled students: Enrolled history taking, clinical judgment, manipulative students in the final year of their respective programs medicine and other standard diagnostic and who anticipate completion of a DMU degree may therapeutic procedures to recognize and treat apply for admission to another University program. pre-disease and disease states of the body. If accepted, students are expected to complete the Treatment of the whole patient, rather than the full curriculum in which they are currently enrolled. disease process, is the primary consideration. Students enrolled in another DMU program may not transfer into the DO Program. In order to be considered for admission to the DO Program, students must first withdraw from the other DMU program. *Students who have been accepted to the DO Program 20 may be eligible for a dual-enrollment option leading the basic sciences. They must be able to observe a to a Master of Health Care Administration (M.H.A.) patient accurately at a distance and close at hand. degree, a Master of Public Health (M.P.H.) degree, 2. Communication: Candidates and students a Master of Science in Anatomy (M.S.) degree or a should be able to speak, hear and observe patients Master of Science in Biomedical Sciences (M.S.) degree. in order to elicit information, examine patients, Students interested in pursuing a dual degree may take describe changes in mood, activity and posture and Health Care Administration or Public Health course perceive nonverbal communications. They must be work during the summer trimester prior to the start of able to communicate effectively and sensitively with DO classes. Applications for a dual degree in Anatomy patients. Communication includes not only speech or Biomedical Sciences will be available at the conclu- but also reading and writing. They must also be able sion of the first semester of DO course work. to communicate effectively and efficiently in oral and written form with all members of the health Minimal Technical Standards for Admission care team. and Matriculation 3. Motor: Candidates and students should have The College of Osteopathic Medicine is pledged sufficient motor function to execute movements to the admission and matriculation of all qualified reasonably required to provide general care and students and acknowledges awareness of laws that emergency treatment to patients. Examples of emer- prohibit discrimination against anyone on the basis gency treatment reasonably required of physicians Medicine Osteopathic of Doctor of race, color, religion, gender, national origin, ances- are cardiopulmonary resuscitation, administration of try, sexual orientation, age, disability, marital status, intravenous medication, the application of pressure citizenship or any other characteristic protected by to stop bleeding, the opening of obstructed airways, law. Regarding disabled individuals, the College will the suturing of simple wounds and the performance not discriminate against such individuals who are of simple obstetrical maneuvers. Such actions require otherwise qualified, but will expect applicants and coordination of both gross and fine muscular move- students to meet certain minimal technical standards ments, equilibrium and functional use of the senses as set forth herein. In adopting these standards, the of touch and vision. College must keep in mind the ultimate safety of the 4. Sensory: Since osteopathic candidates and patients its graduates will eventually care for. The students need enhanced ability in their sensory skills, standards reflect reasonable expectations of osteo- it would be necessary to thoroughly evaluate for can- pathic medical students and physicians in perform- didacy individuals who are otherwise qualified but ing common functions. who have significant tactile, sensory or proprioceptive disabilities. This would include individuals with Technical Standards significant previous burns, sensory motor deficits, The holder of a D.O. degree must have the cicatrix formation and many malformations of the knowledge and skills to function in a broad variety upper extremities. of clinical situations and to render a wide spectrum 5. Strength and Mobility: Osteopathic treatment of patient care. In order to carry out the activities often requires upright posture with sufficient lower described below, candidates for the D.O. degree extremity and body strength; therefore, individuals must be able to consistently, quickly and accurately with significant limitations in these areas would be integrate all information received, and must have the unlikely to succeed. Mobility to attend to emergency ability to learn, integrate, analyze and synthesize data. codes and to perform such maneuvers as CPR is also A candidate for the D.O. degree must have abili- required. ties and skills of eight varieties, including: observa- 6. Visual Integration: Consistent with the ability tion; communication; motor; sensory; strength and to assess asymmetry, range of motion and tissue mobility; visual integration; intellectual, conceptual, texture changes, it is necessary to have adequate integrative and quantitative; and behavioral and visual capabilities for proper evaluation and treat- social. Technological accommodations can be made ment integration. for handicaps in some of these areas, but a candidate 7. Intellectual, Conceptual, Integrative and must be able to perform in a reasonably independent Quantitative Abilities: Candidates and students manner. must be able to concentrate, analyze and interpret 1. Observation: Candidates and students must data and make decisions within areas in which have sufficient vision to be able to observe demon- there is a reasonable amount of visual and auditory strations, experiments and laboratory exercises in distraction. They must also perform these functions 21 in a timely manner and under a reasonable amount Physics...... 8 hours, with lab of stress since physicians are expected to be able to (or 4 hours physics with lab perform such duties in diverse clinical settings where plus 3 hours of Statistics) others may be present and where there is a certain English: Composition/Literature/Speech...... 6 hours degree of noise. Candidates and students must be Biochemistry...... 3 hours** able to accurately write prescriptions, accurately perform basic mathematical functions and accu- * Up to 4 hours of Biochemistry may substitute for part rately and quickly read charts with minimal error in of the Organic Chemistry requirement. areas where there may be distractions. The practice ** At least 3 hours of Biochemistry will be required for all of medicine demands the ability to integrate and applicants, beginning with the class entering in 2009. process information promptly and accurately in a time-sensitive environment. Candidates must be able NOTE: Meeting minimum requirements does not guar- to draw on their store of knowledge in emergency antee an interview or admission. situations and under time limitations. 8. Behavioral and Social Attributes: Candidates Recommended Courses: Biochemistry, Cell Biology, and students must possess the emotional health re- Genetics, Anatomy (preferably human), Human Physi- quired for full utilization of their intellectual abilities, ology, Microbiology/Immunology, Developmental the exercise of good judgment, the prompt comple- Biology, Statistics, General Psychology. tion of all responsibilities attendant to the diagnosis and care of patients and the development of mature, Students must be able to successfully achieve the sensitive and effective relationships with patients. instructional goals of the College and pass both writ- Candidates and students must be able to tolerate ten and practical examinations in all areas, including physically taxing workloads, adapt to changing physical diagnosis, patient care, osteopathic ma- environments, display flexibility and learn to function nipulative medicine and Basic Life Support (BLS) and in the face of uncertainties inherent in the clinical Advanced Cardiac Life Support (ACLS). Refer to the problems of many patients. Compassion, integrity, technical standards in this section. concern for others, interpersonal skills and interest Residents of foreign countries wishing to apply for and motivation are all personal qualities that will admission are advised to spend at least one year at an be assessed during the admissions and educational accredited college or university in the United States. processes. During this time, students can become acclimated to The College of Osteopathic Medicine will attempt the culture and academic practices of this country. to develop creative ways of offering the medical school curriculum to competitive, qualified disabled individuals. In doing so, however, the College must Application Process maintain the integrity of its curriculum and preserve those elements deemed essential to the education of Applications for the first year of study leading an osteopathic physician. to the Doctor of Osteopathic Medicine degree are submitted through the American Association of Col- Premedical College Requirements leges of Osteopathic Medicine Application Service A bachelor’s degree from an accredited institution (AACOMAS), 550 Friendship Blvd., Suite 310, Chevy is required. Chase, MD 20815-7231. Call (301) 968-4100 or visit Required courses must be completed before www.aacom.org for more information. registration. The minimum grades recommended for The application must be completed online at application are a 3.0 cumulative GPA and a 3.0 sci- http://www.aacom.org. Designate DMU as an institu- ence GPA on a 4.0 scale, and at least a “C” in each of tion to receive your application. The College strongly the five prerequisite areas. advises early application. AACOMAS generally begins accepting applications in May. Required Courses...... Minimum Semester Hours • Upon receipt of your AACOMAS file, we will send General Biology...... 8 hours, with lab you information for completing our online Supple- General Chemistry...... 8 hours, with lab mental Application if you meet the minimum Organic Chemistry...... 8 hours, with lab* criteria established by our Admission Committee. There is a $50 non-refundable application fee. If you do not meet the minimum criteria, we will send you 22 a letter of explanation. Procedures for • MCAT - In order to interview, we must have your Accepted Students MCAT scores, which cannot be more than 3 years old. Scores not more than 2 years old are preferred. Students accepted for admission to the College must: MCAT information can be obtained at www.aamc. • Submit an official transcript from each college org/students/mcat. or university attended along with a $1,000 seat • Supply one letter written by a healthcare profes- deposit in installment payments, which is applied sional (physician, a nurse or volunteer coordinator) toward tuition. describing your exposure to patients and your abil- • Complete any required courses and a bachelor’s ity to perform in a medical setting. degree prior to matriculation. • Supply two letters of recommendation written by • Have a physical examination and complete an science professors who have taught you in their immunization report before registration. Students class. DMU will only accept letters from hard science admitted shortly before classes begin will have four instructors (biology, chemistry, physics). Letters weeks to complete this requirement. from social science professors (psychology, sociol- • Complete a criminal background check through ogy, anthropology, etc.), although welcome, will not Verified Credentials. Results must be released to count toward completing your file. OR supply one DMU prior to matriculation. The cost of this process letter from a premedical or prehealth committee. will be paid by the applicant. Medicine Osteopathic of Doctor • Have medical insurance coverage that provides All letters of recommendation should be on the comprehensive major medical benefits. Students writer’s letterhead and sent directly from the writer. must present proof of coverage at registration. All completed applications are reviewed. A limited • Register for classes on the designated date. number of applicants are invited to the College for a personal interview. Offers of acceptance are based Seat deposits are non-refundable. Tuition is re- on a combination of academic records, the interview fundable in accordance with the schedules published and letters of recommendation. in this catalog. Refer to the section titled “Tuition and Financial Aid.” No other refund schedule will apply. Special Application Processes The University’s Board of Trustees reserves the right Qualified applicants may be eligible to apply for to change tuition and fees at any time. early acceptance or early enrollment (3+4) options. All correspondence and inquiries should be direct- Applications for both of these options are available ed to: Des Moines University, COM Admission, 3200 on the web site. There is a non-refundable $50 ap- Grand Ave., Des Moines, Iowa 50312-4198. Telephone plication fee. 1-800-240-2767, ext. 1499, or (515) 271-1499. E-mail: The early acceptance option allows high aca- [email protected]. demic-achieving students to apply, interview, and be conditionally accepted to the college while still Transfer completing undergraduate studies. It is designed for Transfer into the Doctor of Osteopathic Medicine undergraduate sophomores and juniors who plan to Program will be considered if the student meets the earn a bachelor’s degree prior to matriculation. Ap- following criteria: plicants seeking early acceptance can apply as early • Enrolled in a COCA or LCME accredited medical as January 1 of the sophomore year of undergraduate school, studies but no later than March 15 of the junior year. • In good academic standing in the upper 50% of the Early enrollment (3+4) is an option for highly moti- class at the current medical school, vated, exceptional students who would like to begin • Passed COMLEX I of NBOME (or USMLE I if from medical school following their junior year of under- an allopathic school) if requesting transfer at the graduate studies but prior to earning a bachelor’s completion of the second year, degree. The undergraduate institution must agree to • Have a cogent reason for requesting a transfer. award a bachelor’s degree upon completion of the first year of the D.O. curriculum. Eligible candidates can apply for consideration by Qualifications, prerequisite course work and submitting: additional information can be found at www.dmu. • A formal letter of request stating reasons for transfer, edu/com. • A letter of support from the Dean of the current

23 medical school, Curriculum • Official transcripts from the current medical school and all other institutions attended, The four years of osteopathic medical school pre- • Official MCAT, COMLEX and USMLE score reports. ceding graduate medical education are divided into • An on-campus interview may be required. a preclinical and a clinical phase (“2 + 2” curriculum). The preclinical phase occupies the first two years, and A review of transcripts will determine what credit the clinical phase occupies the third and fourth years. will be granted for prior course work as well as which The first year of the curriculum is focused on funda- DMU-COM courses will be required prior to gradua- mental scientific principles that support the study tion. All students approved for transfer into the D.O. of medicine. The second year builds on the science Program must satisfy all of the following require- foundation and offers an integrated organ system ments: approach that includes basic and clinical science. The • Must be enrolled at DMU-COM for a minimum of curriculum uses a combination of lectures, case- two years, based discussion, small group discussion and labora- • Meet all DMU-COM Osteopathic Manipulative Medi- tory exercises. Other features of our curriculum are: cine (OMM) requirements prior to graduation, • Intensive OMT training in years one and two. • Meet all graduation requirements of the class they • A wide selection of medical electives offered in transfer into as specified in the Student Handbook, years one and two. • Complete a criminal background check prior to • A large number of standardized patient encounters transfer, that correlate with the systems courses. • Must not have any felony convictions or had viola- • A longitudinal personal wellness profile. tions of professional or moral conduct. • Chronic care elective allows students to follow a chronically ill patient during their time at DMU. Additional information regarding eligibility, appli- • A state-of-the-art human simulation lab provides cation process, and requirements can be obtained by intensive training in a variety of clinical scenarios. contacting the Enrollment Management office. The clinical phase of the curriculum begins in Graduate Study August of the third year and continues until gradua- Opportunities for graduate study may be avail- tion. The third and fourth years are spent in teaching able to qualified students. For additional information, hospitals, clinics and community service agencies contact the Dean’s Office. to learn the practice of medicine in a clinical setting. These periods of instruction are called clerkships or Dual-Degree Program clinical rotations and are discussed under the head- Students who have been accepted to the DO ing “The Clinical Years.” Program may be eligible for a dual-enrollment option leading to a Master of Health Care Administration (M.H.A.) degree, a Master of Public Health (M.P.H.) Curriculum Overview degree, a Master of Science in Anatomy (M.S.) degree or a Master of Science in Biomedical Sciences (M.S.) Preclinical Phase degree. Students interested in pursuing a dual degree may take Health Care Administration or Public Year I Health course work during the summer trimester Behavioral Medicine prior to the start of DO classes. Applications for a History of Medicine dual degree in Anatomy or Biomedical Sciences will Introduction to Medline and the Internet be available at the conclusion of the first semester of Biochemistry and Molecular Genetics DO course work. Students interested in these options Osteopathic Manipulative Medicine I should contact Enrollment Management for addi- Anatomy tional information. Cell and Tissue Biology Neuroanatomy Microbiology/Immunology Physiology Physical Diagnosis I

24 Basic Life Support Reproductive Health Choices Pathology Human Development Introduction to Medical Ethics and the Doctor-Patient Relationship * Satisfactory completion of Advanced Cardiac Life Geriatrics Support (ACLS) is required for all D.O. students prior to beginning clinical rotations. Completion of the course Year II results in certification by the American Heart Association Medical Pharmacology at the provider level. Evidence-Based Medicine/Clinical Problem Solving Preventive Medicine/Nutrition Clinical Phase GI System Cardiovascular System Year III Infectious Disease Introduction to Health Systems & Policy (online) Respiratory System Family Medicine (2 months) Hematology/Oncology General Internal Medicine (1 month) Endocrine System Internal Medicine Subspecialty (1 month) Obstetrics/Gynecology Psychiatry (1 month)

Renal System General Pediatrics (1 month) Medicine Osteopathic of Doctor Neurology Obstetrics/Gynecology (1 month) Psychiatry General Surgery (1 month) Rheumatology/Orthopedics Surgical Subspecialty (1 month) Ophthalmology Electives (2 months) ENT Dermatology/Allergy Year IV Osteopathic Manipulative Medicine II Internal Medicine Subspecialty (1 month) Medical Ethics II Surgical Subspecialty (1 month) Advanced Cardiac Life Support* Emergency Medicine (1 month) Neonatology Laboratory Electives (7 months) Ophthalmology Laboratory Summary of Courses Gynecology Laboratory ENT Laboratory Physical Diagnosis II Year I Courses Basic Surgical Skills Introduction to Clinical Clerkships Behavioral Medicine: Utilizes lectures to teach personality development, normal adaptation, specific de- Electives viations, individual and family crises and the individu- Problem-Based Learning Biochemistry al and family life cycle from birth to death. Behavioral Geriatrics Experience medicine presents conceptualizations in the multi- Mental Illness & the Cinema disciplinary evaluation and care of the patient, and Cranial Nerves assists in developing techniques for the treatment Research Methods/Ethics and management of the difficult patient. An overview Medicine & the Arts of various treatment modalities is presented. Advanced Dissections in Anatomy Chronic Care History of Medicine: Presented in a lecture format CAM (Complimentary & Alternative Medicine) at the beginning of the first year, this course deals Pain & Pain Management with the broad spectrum of medicine and healing. Spiritual & Religious Issues in Patient Care Course work introduces the history of medicine from Medical Spanish its earliest practices to the evolution of the osteo- End of Life Care (EPEC) pathic medical profession during the 19th and 20th Animal Assisted Therapy centuries. The development of osteopathic medicine Problem-Based Anatomy through the thought and practice of Andrew Taylor Forty Hour Cranial Course Still is emphasized.

25 Introduction to Medline and the Internet: and electron microscopic structure of cells, tissues Students learn how to do literature searches using ac- and organs through atlases, prepared slides, virtual cepted search engines and databases in the medical/ microscope and computer-assisted learning software. health area. They also receive basic instruction in the use of computer and network facilities on campus. Neuroanatomy: The structural and functional organization of the central nervous system is presented Biochemistry and Molecular Genetics: An intro- through lectures and laboratory/computer demon- ductory molecular description of biological structure strations on parts of the brain and spinal cord. The and function. Normal metabolism and gene expres- course covers the role of the brain and spinal cord sion are given the major emphasis. Several common in sensory perception and movement of the human genetic diseases and metabolic disorders serve to body, including organs and behavioral responses. contrast normal and perturbed human biochemistry, Wherever possible, case studies and appropriate as well as demonstrate the clinical implications of syndromes are also presented. human biochemistry. Microbiology/Immunology: Basic principles and Problem-Based-Learning Biochemistry: An elec- clinical relevance of immune mechanisms and tive course offered as an enhancement to the regular fundamentals of host-pathogen interactions are Biochemistry course. The course uses a small-group, presented. In addition, the course offers an introduc- student-directed discussion format focused on clini- tion to the various subdisciplines of microbiology, cal case presentations. Case study sessions provide with emphasis on facts and principles pertinent to a forum in which students develop problem-solv- the broad requirements for understanding infectious ing skills and achieve a deeper understanding of diseases. Bacterial, mycotic, parasitic and viral patho- biochemical principles and processes as applied to gens are considered, with major emphasis on clinical clinical situations. presentation and pathogenic mechanisms. Labora- tory integration focuses on the common diagnostic Osteopathic Manipulative Medicine I: Through modalities pertinent to the various infectious agents. lecture and laboratory experience, provides the student with a basic understanding of the science, Physiology: An introduction to basic principles of philosophy and art of osteopathic manipulative physiology from the cellular level (membrane poten- medicine. Students are taught anatomical landmarks, tials, receptor physiology, transport mechanisms) to palpation and range of motion for osteopathic diag- organ systems (cardiovascular, nervous, respiratory, nosis and manipulative treatment as related to the gastrointestinal, urinary-renal and endocrine). Em- hip, pelvis, lumbar spine, thorax, cervical spine and phasizes regulatory control interactions needed for a temporomandibular joint. holistic understanding of homeostasis and pathophysiology of humans. The course uses lectures, Anatomy: The structure of the human body is pre- laboratories and clinical scenarios to teach the con- sented in lecture, laboratory and computer learning trol mechanisms. Physiology is an intermediate step models. Cadaveric dissection of each region of the in the progression of knowledge acquisition neces- body demonstrates normal form, common varia- sary for subsequent courses. Knowledge of anatomy tions and pathological conditions. Normal function and biochemistry is a prerequisite for understanding and clinical significance are stressed and reinforced physiology and the application to pathophysiology. through presentations by medical personnel. Ad- ditional lectures integrate the early development of Physical Diagnosis I: A lecture/laboratory course in- body form and cellular organization with regional troducing the student to interviewing, history-taking anatomy. and physical examination skills. Practical laboratory sessions include experiences in obtaining focused Cell and Tissue Biology: A comprehensive study of histories and performing physical examinations with human cell biology, basic tissues and organ systems emphasis on proper use of diagnostic equipment (e.g., cardiovascular, gastrointestinal, integumentary and techniques. The Standardized Performance and lymphoid). Wherever possible, the study of his- Assessment Laboratory (SPAL) is utilized to provide tology is translated to clinical relevance. The course opportunities for evaluating clinical skills in a realistic consists of regularly scheduled lectures and labora- setting with standardized patients. tory periods. In laboratories, students study the light 26 Basic Life Support: All students are required to with certain basic skills necessary for appropriate achieve certification in Basic Life Support during the clinical reasoning, including evaluation of patients, first academic year and to re-certify prior to clinical therapeutic decision-making and evaluation of the rotations. medical literature. The course further strives to assist students in developing the needed skills by employ- Pathology: Develops a basis for the biological ing lectures, individual exercises and group evalua- interpretation of disease processes by integrating the tion of sample cases. changes in structure and function associated with diseases and the relationship of symptoms to lesions. Preventive Medicine/Nutrition: An introduction to the role of clinical preventive medicine in promoting Introduction to Medical Ethics and the Doctor- health and preventing disease, disability and pre- Patient Relationship: Medical students and physi- mature death from a population-based perspective. cians interact with patients from a wide variety of The course examines the role of screening, chemo- backgrounds. Each individual brings a different set of prophylaxis and behavior modification in achieving beliefs and expectations to the physician-patient en- these goals. Emphasis is given to the role of the counter. This course focuses on assessing and adapt- successful physician in promoting healthy lifestyles ing to individual patients and addresses the societal in the communities they serve. A major component expectations and ethical obligations involved in of this course is an introduction to the principles of Medicine Osteopathic of Doctor being a physician. Students will be invited to explore nutrition, especially as it relates to the prevention of their own biases as well as others’ culturally based disease. Students will be encouraged to review their views of health, illness and healers. own nutritional habits and the influence these may have on a physician’s role as patient counselor. Geriatrics: This course will introduce the student to the core concepts in gerontology and geriatrics Cardiovascular System: This course is a combina- that will enable the future practitioner in any of the tion of didactic lectures and case presentations that specialties to better address the unique health care provides a thorough exposure to both the basic sci- needs of their older patient. Content areas include ence and clinical aspects of cardiovascular disease. general principles of aging, preventive care of the older adult, core principles of geriatric medicine, the GI System: This course provides an in-depth study multi-disciplinary geriatric health care team and an of gastrointestinal pathologies and their prevention overview of end-of-life issues. and management so that the student receives an appropriate foundation for correlation with clinical clerkships. This is achieved through the integration of the basic and clinical sciences. Year II Courses Infectious Disease: Emphasizes the major infec- Medical Pharmacology: This course introduces the tious diseases in terms of etiology, epidemiology, basic principles of medical pharmacology. It addresses treatment, control and prevention. These diseases the general principles of pharmacology and pharma- are discussed by individuals in the fields of infec- codynamics. The focus of the course is on the detailed tious diseases and public health. The combination mechanisms of drug actions and interactions as they of didactic and case-based instruction will provide relate to various clinical systems and pathologies. Ad- exposure to the basic science and clinic aspects of ditionally, several important topics in pharmacology infectious diseases. are emphasized including autonomic pharmacology, neuropharmacology, cardiovascular pharmacology Respiratory System: This course provides the and introductions to medical toxicology, herbal medi- student with an overview of the basic science and cines and geriatric pharmacology. The course uses clinical aspects of the normal and pathophysiological lecture, small group discussions and clinical scenarios functions of the respiratory system that will enable to teach a holistic understanding of the appropriate the student to recognize, understand, diagnose and use of drugs for therapeutic intervention. treat the common clinical respiratory system conditions/diseases and to promote preventive interven- Evidence-Based Medicine/Clinical Problem tions relevant to those common conditions Solving: This course will provide the student 27 Hematology/Oncology: The Hematology and Rheumatology/Orthopedics: An introduction to the Oncology course is an introduction to the impor- normal structure and function, as well as disorders of tant principles underlying normal and pathological the musculoskeletal system. Fractures, dislocations conditions associated with blood and cancer. Both and the other common disorders of bones and joints pediatric and adult malignancies will be presented. are presented by clinical orthopedic surgeons. In the The Hematology section will address normal and rheumatology portion of the course, rheumatolo- abnormal laboratory examinations, hemoglobin and gists present the basic factors involved in connective metabolism, chronic and acute leukemias, clotting tissue disorders. Current methods of diagnosis and disorders and immunohematology. The Oncol- treatment, as well as an understanding of basic im- ogy section will address all the major cancers, their munological principles, are emphasized. epidemiology and treatment. Treatment will include principles of radiation oncology, surgery and che- Ophthalmology: This course covers the fundamen- motherapy. In addition, students will be presented tals of the ocular examination for the primary care with information on dealing with terminal patients, physician. The student should be able to diagnose including communication with adults and children and manage, or refer, the most commonly seen and consideration of palliative care. ocular disorders including acute visual loss, chronic visual loss, ocular and orbital injuries, amblyopia and Endocrine System: Provides the student an over- strabismus, red eye, neuro-ophthalmologic disorders view of the basic science, the diagnosis and the and ocular manifestations of systemic disease. management of common endocrine diseases. Clinical case presentations will illustrate common ENT: The objective of this course is to provide the endocrine disorders. student with a broad overview of the conditions and diseases effecting the ears, nose, sinuses, mouth, Obstetrics/Gynecology: A comprehensive introduc- larynx and neck. This course will also introduce the tion to human reproduction with particular emphasis student to the diagnostic evaluation and treatment on gynecology and obstetrics. of these conditions.

Renal System: Provides the student with a founda- Dermatology/Allergy: Provides a primary care tion of basic and clinical aspects of the renal system foundation for developing clinical understanding and through lectures and case presentations. An over- acumen in dermatology and allergy. An overview of view of current diagnosis and management of renal the contemporary diagnosis and management of der- diseases will be presented. matologic diseases and allergy treatment necessary for primary care is presented. The course provides a Neurology: Provides the student with a working basic overview of the pathology and anatomy of der- knowledge of the neurological problems most matologic diseases and allergies and will equip the commonly seen in general practice and a familiarity student to be able to identify common dermatologic with the temporal profile of a variety of neurologic and allergic reactions, conditions and treatments. diseases commonly encountered by a primary care physician. Students will learn to recognize a patient Osteopathic Manipulative Medicine II: Through with a neurologic disorder, localize a lesion within the lecture and laboratory experience, this course nervous system, generate a defensible differential provides the student with a basic understanding of diagnosis, initiate an appropriate diagnostic work-up osteopathic diagnosis and manipulative treatment of and a rational management therapy. the musculoskeletal-fascial system as related to the knee, ankle, foot, cranium, shoulder, elbow, wrist and Psychiatry: The course is designed to introduce the hand. Clinical integration of disorders in the muscu- student to the field of psychiatry with a focus on loskeletal system are taught from an osteopathic per- learning basic psychiatric nomenclature, important spective. Students also receive supervised, individu- defense mechanisms, methods of assessment and alized in-office opportunity to observe, diagnose and diagnosis and psychotherapeutic and pharmacologi- use manipulative treatment on patients according to cal treatment modalities for common mental disor- the discretion of the physician in charge. ders. Through the course, the student will also be introduced to the stigmatization of persons seeking Medical Ethics II: This course will assist second-year mental health services. students in understanding and applying funda- 28 mental ethical constructs. Lectures and small group Basic Surgical Skills: Under the direction of surgical discussions will be used to explore ethical dilemmas residents and surgical nurses, second-year medical commonly encountered in current medical practice. students learn basic aseptic technique, clinical and At the completion of the course, students will dem- operative skills. Skills emphasis includes suturing onstrate their ability to apply ethical decision-making and knot tying, foley catheter and nasogastric tube in the form of a simulated patient encounter (SPAL). insertion, peripheral vascular access, venous cut- down and catheterization, cricothyroidotomy, chest Advanced Cardiac Life Support: A required course tube insertion, arterial puncture and central line for all D.O. students. The course includes training in placement. Student application of new psychomotor defibrillation/cardioversion, airway management/ skills is provided through hands-on procedure and intubation, I.V. techniques, ECG interpretation and computer simulation labs. cardiovascular pharmacology. Successful completion of the ACLS course is a pre-requisite to beginning Introduction to Clinical Clerkships: The clinical clinical clerkships. clerkships are a time for accelerated learning and professional maturation in the skills of becoming a physi- Neonatology Laboratory: Offers students a small cian. This course serves as a bridge from pre-clinical group practical experience in three sessions. Time is study to clinical clerkships. It will present the clinical spent on obtaining a history, performing a physi- survival skills necessary for the art and practice of Medicine Osteopathic of Doctor cal exam in the nursery at a hospital, charting in the patient-centered health care. Finally, the course will nursery, how to care for the well newborn, common explore the legal issues that concern contemporary variants on physical exam and common genetic medicine. syndrome findings. Introduction to Health Systems & Policy: This Ophthalmology Laboratory: A practical clinical course is designed to provide medical students experience covering visual acuity, funduscopy, eye with an overview of the U.S. health care system, to patching, use of the slit lamp and tonometry. include content related to: reimbursement for health services, the organization of the health care deliv- Gynecology Laboratory: Is a brief hands-on experi- ery system, access to health services, public health ence relative to gynecologic pelvic examination. issues, managed care and quality, the impact and Plastic training models will be available; however, the importance of evidence-based medicine, the profes- primary learning experience will be the performance sionals that support physicians in practice, supply of a pelvic examination upon a live “patient.” and demand issues related to physicians, specialty (physician) distribution, population-based medicine, ENT Laboratory: The objective of this course is to community health assessment and the physician’s provide the student with a broad overview of the role and more. Formal and informal, financial and conditions and diseases affecting the ears, nose, political relationships between and among system sinuses, mouth, larynx and neck. This course will also sectors will be considered. Regional patterns of care, introduce the student to the diagnostic evaluation trends, problems and potential solutions will be dis- and treatment of these conditions. cussed/included. This course introduces students to valuable web sites that will serve them as they move Physical Diagnosis II: A practical experience course through residency training into practice. An introduc- with emphasis on the performance and documen- tion to organizations, institutions and associations tation of focused histories and physicals in the that represent the health care sector and that sup- Standardized Performance Assessment Laboratory. port physician practice will be included. Computer-assisted learning is also utilized to assist the student in reinforcing clinical presentation of dis- NOTE: The College of Osteopathic Medicine offers a ease with didactic knowledge. Case-based learning medical education program embracing the most current opportunities will be presented routinely throughout and complete information and teaching techniques. the second year to guide the student through history The College reserves the right to adapt the curriculum in and physical examination toward treatment and response to faculty initiatives, developments in the state management of disease in preparation for clinical of the teaching arts, research findings and recommen- rotations in the third year. dations from the Board of Trustees and the Committee on Colleges of the American Osteopathic Association. 29 Years III & IV– Clinical Years General Pediatrics: Through this required rotation students gain understanding of the importance of Clinical years for the College of Osteopathic Medi- health maintenance, prevention of disease, anticipa- cine begin in the fall of the third academic year and tory guidance and the roles of other professionals, continue until graduation. A minimum of 21 months both medical and non-medical, in the health care of of clinical rotations is required for graduation. children. Students gain knowledge of the course of Plans for clinical rotations begin during year II. The normal growth and development by participating location and sequence of rotations are determined in the care of newborns, children and adolescents. by the Office for Clinical Affairs and the Associate Students learn to perform common procedures and Deans for Clinical Affairs. Clinical rotation guidelines examinations, and measure for growth charts as well are distributed prior to the beginning of the program. as demonstrate knowledge of current immunization The University’s professional liability insurance is in practices, common behavioral disorders and com- effect and credit may be given only when students mon accidents and poisons encountered by children. are in University-approved programs and under the supervision of licensed physicians. Obstetrics/Gynecology: The required obstetrics/gy- Required rotations are completed at University- necology rotation provides opportunity for students affiliated teaching hospitals and clinics under the to develop familiarity with various obstetrical and supervision of licensed physicians. Elective rotations gynecological procedures in the care of pregnant may be with either an individual physician or a hospi- and non-pregnant women. Students observe and tal. All rotations must be approved by the Associate develop the skills needed to manage both normal Deans for Clinical Affairs. All students must pass Part and abnormal gynecological examinations, normal I of COMLEX–National Board of Osteopathic Medical and high-risk pregnancy and normal and abnormal Examiners before starting clinical rotations. labor and management.

Clinical Phase Internal Medicine: Upon completing the required General Surgery: The required general surgery internal medicine rotation, students should be able rotation provides students with introductory experi- to elicit a medical history, perform a physical exami- ence in care and management of surgical patients. nation, obtain appropriate laboratory studies, assess Students demonstrate principles of clean and sterile the results, develop a diagnosis, formulate a manage- technique, knowledge and usage of common surgi- ment plan and assist in implementing appropriate cal instruments and understanding of basic pre- and therapy for common problems in general internal postoperative care. Students also gain practical medicine. Students should also develop fundamental experience performing and recording adequate psychomotor skills by performing routine procedures and appropriate history and physical examinations, in a supervised clinical setting. simple surgical procedures, nutritional assessments and fluid and electrolyte assessment. General Psychiatry/Behavioral Medicine: The required rotation in general psychiatry is structured Family Medicine: Continuity of care and the to develop students’ skills in interviewing, diagno- implication and responsibilities of primary care are sis and clinical judgment as well as acquire factual emphasized. Students acquire an understanding of knowledge in psychiatry, all of which will aid the the interrelationship of health and family relation- student’s ability to work with a variety of medical ships, disease and social patterns from birth to death patients. Students may work in a variety of settings and clinical presentation of common diseases and (e.g., inpatient, outpatient, emergency) and may as- disorders. Through examinations and by assisting sist in implementing appropriate therapy for patients in care, students demonstrate understanding of the identified as having psychiatric/behavioral medicine natural courses of diseases and prognosis, recognize problems as well as patients with other medical opportunities for prevention and early diagnosis problems in which there is an emotional element and understand the protocol for routine screening involved. and preventive practices. Learning progression is enhanced by the requirement of family practice rota- Rural Medicine: During the fourth year, students tions in both the third and fourth year. may elect to complete a clerkship in a rural setting. By nature, rural medicine provides wide-ranging primary care opportunities coupled with hands-on 30 supervised responsibilities. promptly assist if any academic or personal difficulties arise. The primary tools for academic monitoring Community Medicine: A student in the fourth year and advising are the Student Promotion and Evalu- may elect to substitute this rotational experience in ation Committee, the Offices of Academic, Student place of Rural Medicine. Community medicine em- and Clinical Affairs and the faculty advisors. phasizes populations such as indigents, immigrants and other underserved groups. Registration Notification of availability and location of Global Health: Des Moines University’s new Global registration forms will be made via the student Health program gives students, faculty, alumni and portal. (For more detailed information regarding others an opportunity to gain real world experience University registration policies and procedures, refer in international medicine. The program offers experi- to the Student Handbook.) ences and electives beyond our country’s borders. It provides breadth of cultural, social, political, and Religious Holidays clinical experiences that are not available within the The administration and faculty are sensitive to United States. Global Health experiences vary based the diverse religious affiliations of students. If an on what students are interested in. Opportunities examination or other University activity is scheduled range from short mission trips to extended length on the same day as a religious holiday, the student Medicine Osteopathic of Doctor international clerkships. International experiences are should contact the appropriate faculty member to supported through electives and other on-campus request other arrangements to complete the sched- programs. Des Moines University also hosts several uled activity. student clubs that focus on global health issues. As the world becomes smaller and global health care Student Promotion and Evaluation Committee needs grow, outreach become more critical. This committee oversees the academic progress and personal development of each student during the four years of training required for graduation. The Clinical Years – Committee comprises three clinical and four basic Location of Clerkships and Rotations science faculty members. The Committee views both Clinical years consist of hospital clerkships, general scholastic achievement and character development, practice clinical rotations and elective rotations in including such considerations as emotional stabil- primary care and medical specialties. Students are ity, integrity, general conduct, reliability, judgment expected to spend their third year clinical rotations and rapport with patients. When the Committee is at sites within the state of Iowa. Fourth year rotations satisfied that students have met all requirements, it are available throughout the country to facilitate the recommends to the faculty that students be promot- students exposure to residency opportunities. Thus, ed or graduated. students should be prepared to travel to other sites Similarly, the Committee advises appropriate for their clinical education. Students who are mar- members of the faculty and administration when ried, have dependents or are single parents should any student is experiencing academic difficulty. The understand that the University does not promise or Committee also attempts to help the student with guarantee clerkships or rotations in Des Moines. The any non-academic difficulties, such as emotional University will try to accommodate special needs, but problems, family adjustments or legal or financial students must be prepared to relocate. problems. Recommendations for assisting students with personal problems are submitted to the Dean.

Academic Standards Grading System and Guidelines Students receive a numerical or letter grade for each course, system or clinical rotation. A grade of 70 The College of Osteopathic Medicine believes that percent or higher is needed to pass while scores be- clear academic expectations and carefully monitored low 70 percent result in a failing grade. In courses us- performance will result in the graduation of the high- ing letter grades, (P) designates pass and (F) denotes est quality osteopathic physicians. Therefore, the Col- fail. A student who does not complete the required lege of Osteopathic Medicine provides the means to work may receive an I for incomplete while the work carefully monitor the growth of each student and to is being completed. Incomplete is not a final grade. 31 Financial Aid Eligibility Evaluation Committee reports annually to the faculty Students must show satisfactory academic prog- the names of students who have met requirements ress to remain eligible for financial aid. For specific for the doctoral degree. To graduate, a student must: eligibility requirements, refer to the section of this 1. Have attained the age of 21 years. catalog titled “Tuition and Financial Aid.” 2. Have successfully completed all prescribed courses, systems, rotations and examinations. Academic Regulations 3. Be in attendance at the College of Osteopathic The Student Promotion and Evaluation Commit- Medicine for at least three years. tee may recommend appropriate action be taken if 4. Be of good moral character and emotionally stable. a student continues to do unsatisfactory work. The 5. Show professional promise in the judgment of the final decision rests with the Dean of the College. In faculty and receive the faculty’s recommendation accordance with the student evaluation mechanism, for graduation. appropriate action may require that a student (1) 6. Satisfactorily discharge all financial obligations to repeat specific courses, an entire year or part of a year the University. (Directed Studies); (2) be suspended pending further 7. Complete all graduation requirements, including investigation; or (3) be dropped from the College. the graduation clearance process. Remediation of failed courses/systems by examina- 8. Pass Level 1 and Level 2 (Cognitive Evaluation and tion is offered during the summer vacation period. Performance Evaluation) of the Comprehensive Os- Any course, system or rotation may be repeated only teopathic Medical Licensing Exam (COMLEX) of the once. Students must successfully complete COMLEX II National Board of Osteopathic Medical Examiners. CE and PE prior to graduation. 9. Attend graduation ceremonies at which time the degree is conferred. Students graduating at mid- Directed Studies term may be granted an exception to this require- The Directed Studies Program allows students ex- ment. periencing academic difficulties in their first year the opportunity to reduce their course load. This action Licensure provides more time for study and academic coun- Osteopathic physicians are required to be licensed seling, and the opportunity to develop improved by the states in which they practice. Each state has its study skills. The goal is to minimize additional course own individual requirements for granting licensure. failures. Students on the Directed Studies Program Generally, a license can be obtained by successful will require more time (e.g., five years) to complete completion of all three parts of the COMLEX admin- requirements for the D.O. degree. Students seeking istered by the National Board of Osteopathic Medical more information about the program should contact Examiners, or by reciprocity from another state. the Office of the Associate Dean for Academic Affairs. The Comprehensive Osteopathic Medical Licens- ing Exam (COMLEX) given by the National Board of Withdrawal Osteopathic Medical Examiners is divided into three Application for voluntary withdrawal from the parts. Parts 1 and 2 are taken during the medical College must be submitted in writing to the Dean. school years. Part 3 consists of a written examination An exit interview with the Dean is requested before that must be taken during the first postgraduate year. withdrawal or transfer. The College requires that students pass Part 1 of the The Dean, Associate Dean for Academic Affairs or COMLEX before entering clinical rotations and pass Associate Dean for Clinical Affairs may place a stu- Part 2 CE and PE before graduation. dent on leave of absence or grant a request for leave of absence because of health problems, tragedy in Internships and Residencies the immediate family, unexpected financial setback Postdoctoral training in an American Osteopathic or reasons agreed upon by one of the deans in con- Association (AOA) or Accreditation Council for Gradu- sultation with the Student Promotion and Evaluation ate Medical Education (ACGME) approved program is Committee. part of the continuum of osteopathic medical education. Sixty percent of our students enter primary Graduation care residency programs (Family Medicine, Internal The University awards the professional degree of Medicine & Pediatrics) while the remainder enter spe- Doctor of Osteopathic Medicine (D.O.) upon recom- cialties such as Ob/Gyn, Anesthesiology, Emergency mendation of the faculty. The Student Promotion and Medicine & Surgical specialties. 32 Scholarships dents is on expanding each student’s anatomic A limited number of renewable scholarship awards knowledge to better prepare him or her to are made to highly qualified incoming DO students. enter medical specialties underpinned by ana- These scholarships range from one-quarter tuition tomical knowledge. to full tuition awards. The COM Scholarship Commit- tee evaluates the admission applications of accepted Mission students for recipients of these awards. No formal To equip students for professional careers in scholarship application is required for these renew- teaching anatomy and expand the fund of ana- able awards. tomic knowledge to dual degree students who In addition, each spring enrolled students can plan to enter medical specialties underpinned apply for one-year scholarship awards in a variety of by anatomical knowledge. categories, including academic excellence, excellence in service, clinical excellence (during clerkships), Vision Statement research and scholarly activity. The Anatomy Program aims to develop educa- For a complete listing of scholarships for which tors and clinicians capable of advancing the COM students may apply, refer to the section of this discipline of anatomy through teaching and catalog titled “Tuition and Financial Aid.” clinical practice. M.S. in Anatomy M.S. in

Admission Policies

The admission policies of the College of Osteo- pathic Medicine’s Anatomy Graduate Program ensure selection of students with appropriate preparation Master of Science in to meet the rigors of the challenging curriculum in Anatomy Program graduate education. These policies define acceptable undergraduate education and designate admission he Master of Science (M.S.) in Anatomy procedures. All admission requirements must be program provides advanced training completed prior to matriculation. Prospective stu- Tin anatomy and is designed to prepare dents should carefully note specified deadlines. students for a professional career in academic The application process culminates with a per- teaching. Educators and scientists who wish sonal interview at Des Moines University. Because of to further enhance their careers as teachers limited openings, the Anatomy Graduate Admission of the anatomical disciplines will also benefit Committee invites only those candidates considered from this program. to have the greatest professional promise. The Com- The program leading to the M.S. degree is mittee bases decisions on academic achievement, designed to be completed in two years, but can activities, personality, character, motivation and take up to five years to be completed on a part- promise shown by candidates. Advanced standing time basis. The curriculum includes first-year based on prior course work is not given. medical school classes, courses specifically designed for the anatomy master’s degree pro- Misrepresentation gram and an extensive requirement to teach Misrepresentation in, or omission from, admission anatomy by assisting the anatomy faculty in credentials, particularly information concerning pre- this noble craft. vious felony or misdemeanor convictions, will consti- Students currently enrolled in the Doctor tute improper behavior under the Student Evaluation or Osteopathic Medicine (D.O.) program or Mechanism provisions of the College of Osteopathic Doctor of Podiatric Medicine (D.P.M.) program Medicine Anatomy Student Handbook. can also apply to the Anatomy program. The curriculum for dual degree students (D.O./M.S. Multiple Applications or D.P.M./M.S.) is designed to be completed Concerning students applying to the University during the first two years of their medical for the first time:First-time entering students may program. The emphasis for dual degree stu- apply to only one clinical program at a time. Multiple

33 college or program applications will not be accepted reasonably required in a classroom or laboratory or processed. *Dual degree (D.O./M.H.A., D.O./M.P.H., setting. D.O./M.S.) is the only exception. 4. Intellectual, Conceptual, Integrative and Concerning currently enrolled students: Enrolled Quantitative Abilities: Candidates and students students in the final year of their respective programs must be able to concentrate, analyze and interpret who anticipate completion of a DMU degree may data and make decisions within areas in which apply for admission to another University program. there is a reasonable amount of visual and auditory If accepted, students are expected to complete the distraction. They must also perform these func- full curriculum in which they are currently enrolled. tions in a timely manner. Students enrolled in another DMU program may not 5. Behavioral and Social Attributes: Candidates transfer into the DO program. In order to be consid- and students must possess the emotional health ered for admission to the DO program, students must required for full utilization of their intellectual abili- first withdraw from the other DMU program. ties, the exercise of good judgment, the prompt completion of all responsibilities. Candidates and Minimal Technical Standards for students must be able to tolerate physically taxing Admission and Matriculation workloads, adapt to changing environments, dis- The College of Osteopathic Medicine’s Anatomy play flexibility and learn to function in the face of Graduate Program is pledged to the admission and uncertainties inherent in graduate research. matriculation of all qualified students and acknowledges awareness of laws that prohibit discrimination The College of Osteopathic Medicine will attempt against anyone on the basis of race, color, religion, to develop creative ways of offering the graduate gender, national origin, ancestry, sexual orientation, school curriculum to competitive, qualified disabled age, disability, marital status, citizenship or any other individuals. In doing so, however, the College must characteristic protected by law. Regarding disabled maintain the integrity of its curriculum and preserve individuals, the College will not discriminate against those elements deemed essential for graduate edu- such individuals who are otherwise qualified, but cation. will expect applicants and students to meet certain minimal technical standards as set forth herein. The standards reflect reasonable expectations of gradu- Admission Requirements ate students in performing common functions. To be considered for admission, you must have Technical Standards a B.A. or B.S. or complete the requirements for a The holder of a M.S. degree must have the knowl- degree before matriculation. The degree should be in edge and skills to function in a broad variety of situ- the biological or physical sciences; however, appli- ations. In order to carry out the activities described cants with non-science degrees will be considered if below, candidates for the M.S. degree must be able they have a strong science background. to consistently, quickly and accurately integrate all information received, and must have the ability to Prerequisites learn, integrate, analyze and synthesize data. Techno- The courses below are required for admission; you logical accommodations can be made for handicaps may apply while course work is in progress. in some of these areas, but a candidate must be able to perform in a reasonably independent manner. General Biology...... 8 hours, with lab 1. Observation: Candidates and students must have General Chemistry...... 8 hours, with lab sufficient vision to be able to observe demonstra- Organic Chemistry...... 8 hours, with lab* tions, experiments and laboratory exercises in the Physics...... 8 hours, with lab basic sciences. (or 4 hours physics with lab 2. Communication: Candidates and students should plus 3 hours of Statistics) be able to speak, hear and observe in classroom English: Composition/Literature/Speech...... 6 hours and laboratory settings. They must also be able to Biochemistry...... 3 hours** communicate effectively and efficiently in oral and *Up to 4 hours of Biochemistry may substitute for part of written form with classmates and faculty. the Organic Chemistry requirement. 3. Motor: Candidates and students should have **At least 3 hours of Biochemistry will be required for all sufficient motor function to execute movements applicants, beginning with the class entering in 2009. 34 Entrance Exams sity attended. Applicants must supply results of either the Medi- 5. Three letters written by science professors who can cal College Admission Test (MCAT), Graduate Record evaluate the applicant’s abilities and probability of Examination (GRE), or Dental Admissions Test (DAT) success in the program. Letters from social science with their application. professors, although welcome, (psychology, sociology, anthropology, etc.) will not count toward Academic Requirements completing your file. A science GPA and cumulative GPA of 3.0 or higher 6. All letters of recommendation should be on the are recommended to be considered for admission to writer’s letterhead and sent directly from the the College of Osteopathic Medicine Anatomy Gradu- writer to: ate Program. MS Admission Des Moines University TOEFL 3200 Grand Avenue In addition to admission requirements, applicants Des Moines, Iowa 50312 who are not native speakers of English must satisfy an adequate command of the English language. Test All completed applications are reviewed. A limited of English as a Foreign Language (TOEFL) scores or number of applicants are invited to the College for other evidence of English proficiency are required. a personal interview. Offers of acceptance are based Anatomy M.S. in A minimum TOEFL score of 550 points on the written on a combination of academic records, the interview exam, 213 on the computerized exam or 69 on the and personal recommendations. internet-based exam is required. Individual graduate programs may require scores higher than the Procedures for Accepted Students minimums stated. For more information about the Students accepted for admission to the College TOEFL, visit www.ets.org/toefl. The TOEFL require- must: ment is waived for applicants who received a degree 1. Complete any required courses and/or a bachelor’s from an institution where instruction was conducted degree prior to matriculation. in English. 2. Have a physical examination and complete an immunization report before registration. Students Letters of Recommendation admitted shortly before classes begin will have All applicants will supply three letters of recom- four weeks to complete this requirement. A com- mendation from science professors who can evaluate plete listing of required immunizations is sent to the applicant’s abilities and probability of success in students before orientation. the program. 3. Complete a criminal background check through Verified Credentials. Results must be released to Dual Degree Students DMU prior to matriculation. The cost of this process Dual degree students can not apply to this pro- will be paid by the applicant. gram prior to January 2 of their first year. 4. Have medical insurance coverage that provides comprehensive major medical benefits. Students Other must present proof of coverage at registration. Accepted students will be required to complete a Information is sent to students before orientation. criminal background check prior to matriculation. 5. Register for classes on the designated date.

Application fees are non-refundable. Tuition is re- Application Process fundable in accordance with the schedules published in this catalog. Refer to the section titled “Tuition and An application can be found online at www.dmu.edu. Financial Aid.” No other refund schedule will apply. Prior to receiving an invitation to interview, an The University’s Board of Trustees reserves the right application must be completed and contain all of the to change tuition and fees at any time. following: All correspondence, applications and inquiries 1. A completed online Admission Application. should be directed to: 2. A $45 non-refundable application fee. MS Admission 3. Examination scores (either DAT, MCAT or GRE). Des Moines University 4. An official transcript from each college or univer- 3200 Grand Ave. 35 Des Moines, Iowa 50312-4198. Comprehensive Examination in Anatomy Telephone 1-800-240-2767, ext. 1499, Successful completion of the comprehensive or (515) 271-1499 examination in anatomy is also required of M.S. E-mail: [email protected]. anatomy students. The comprehensive examination consists of a written examination covering the four Transfer of Credit anatomy disciplines: gross anatomy, cell and tissue A student may request transfer credit for previ- biology, neuroanatomy and human development. ous graduate work completed at other regionally accredited (or equivalent) educational institutions. Tentative Distribution of Credit Hours The request should be submitted in writing to the director of the Anatomy Program who will forward it Year 1 Fall/Spring/Summer Semesters to the anatomy faculty. Approved graduate work will Gross Anatomy...... 7 credit hours be entered on the student’s permanent record by the Cell and Tissue Biology...... 3.5 credit hours registrar’s office. No more than 10 hours of approved Biochemistry and Molecular Genetics.....5 credit hours graduate work will be applied toward the 40.5 hours Introduction to Physiology...... 7 credit hours required for the Master of Science degree. Neuroanatomy...... 2 credit hours Dual degree students may transfer in all required Elective...... 0-6 hours and elective classes for the program as long as they were taken at DMU; however, they must have an Year 2 Fall/Spring/Summer Semesters average of 85% in anatomy course work (i.e., gross Teaching in Anatomy...... 4 credit hours anatomy, cell and tissue biology, neuroanatomy and Seminar in Anatomy...... 1 credit hour human development) and an average of 80% in all Electives...... 0-5 credit hours other courses that are transferred. Human Development...... 2 credit hours Seminar in Anatomy...... credit hour Advanced Dissections in Anatomy...... 2 credit hours Curriculum Electives...... 0-6 credit hours

The Master of Science in Anatomy is a 40.5 credit Comprehensive Examination hour program of study. The student must successfully Total Credits to Graduate...... 40.5 credit hours complete 34.5 credit hours of required course work and six hours of elective course work. The course work for the degree is: Summary of Courses

Required Course Work 34.5 Credit Hours Gross Anatomy: The structure of the human body is Gross Anatomy...... 7 Credit Hours presented in lecture, laboratory, and computer learn- Physiology...... 7 Credit Hours ing models. Cadaveric dissection of each region of Biochemistry and Molecular Genetics... 5 Credit Hours the body demonstrates normal form, common varia- Cell and Tissue Biology...... 3.5 Credit Hours tions and pathological conditions. Normal function Neuroanatomy...... 2 Credit Hours and clinical significance are stressed and reinforced Human Development...... 2 Credit Hours through presentations by medical personnel. Ad- Teaching Anatomy ...... 4 Credit Hours ditional lectures integrate the early development of Seminars in Anatomy...... 2 Credit Hours body form and cellular organization with regional Advanced Dissections in Anatomy...... 2 Credit Hours anatomy. (7 credit hours)

Electives 6 Credit Cell and Tissue Biology: A comprehensive study of Hours human cell biology, basic tissues and organ systems Microbiology/Immunology...... 6 Credit Hours (e.g., cardiovascular, gastrointestinal, integumentary General Pathology ...... 3 Credit Hours and lymphoid). Wherever possible, the study of his- Surgery ...... 1 Credit Hour tology is translated to clinical relevance. The course Research...... 1 Credit Hour consists of regularly scheduled lectures and labora- Cell Biology...... 3 Credit Hours tory periods. In laboratories, students study the light and electron microscopic structure of cells, tissues and organs through atlases, prepared slides, virtual 36 microscope and computer-assisted learning software. necessary for subsequent courses. (7 credit hours) (3.5 credit hours) Prerequisite: Biochemistry

Neuroanatomy: The structural and functional orga- Cell Biology: This is an advanced course in cell biol- nization of the central nervous system is presented ogy designed to familiarize the students with mod- through lectures and laboratory/computer demon- ern concepts of cell and molecular biology. Topics strations on parts of the brain and spinal cord. The to be covered will include transcription, translation, course covers the role of the brain and spinal cord intracellular trafficking, cell-cell signaling, membrane in sensory perception and movement of the human transport, and structure and function of DNA. (3 body, including organs and behavioral responses. credit hours) Prerequisite: Biochemistry Wherever possible, case studies and appropriate syndromes are also presented. (2 credit hours) Seminar in Anatomy: Review, discussion, and presentation of topics related to anatomy research and Biochemistry and Molecular Genetics: An intro- teaching. (1 credit hour) Prerequisite: Gross Anatomy, ductory molecular description of biological structure Neuroanatomy, Cell and Tissue Biology and Human and function. Normal metabolism and gene expres- Development sion are given the major emphasis. Several common genetic diseases and metabolic disorders serve to Human Development: An introduction to the basic Anatomy M.S. in contrast normal and perturbed human biochemistry, principles and concepts of human development from as well as demonstrate the clinical implications of zygote to birth. Wherever possible, developmental human biochemistry. (5 credit hours) processes will be translated to clinical relevance. (2 credit hours) Microbiology/Immunology: An introduction to the various subdisciplines of microbiology, with empha- Teaching Anatomy: This course will allow students sis on facts and principles pertinent to the broad to participate in laboratory and/or lecture instruction requirements for understanding infectious diseases. in one or more of the courses offered by the anatomy Bacterial, mycotic, parasitic and viral pathogens are department. (4 credit hours) Prerequisite: Gross considered, with major emphasis on host-pathogen Anatomy, Neuroanatomy, Cell and Tissue Biology and interactions and pathogenic mechanisms. Basic prin- Human Development ciples and clinical relevance of immune mechanisms are presented. Laboratory integration focuses on the Advanced Dissections in Anatomy: The course will common diagnostic modalities pertinent to the vari- allow students to dissect areas of the human cadaver ous infectious agents. (6 credit hours) Prerequisites: to further their knowledge of anatomical structure. Biochemistry Students, under supervision by the faculty, will prepare prosections of specific areas of the human General Pathology: Develops a basis for the biologi- cadaver and prepare a computer tutorial with self cal interpretation of disease processes by integrating assessment. These tutorials will be placed on the stu- the changes in structure and function associated with dent intranet and departmental webpage. (2 credit diseases and the relationship of symptoms to lesions. hours) Prerequisite: Gross Anatomy (3 credit hours) Prerequisites: Biochemistry and Cell and Tissue Biology Research: Research under the supervision of a graduate faculty member. (1 credit hour) Instructor Physiology: An introduction to basic principles consent required. of physiology from the cellular level (membrane potentials, receptor physiology, transport mecha- Surgery: Under the direction of surgical residents nisms) to organ systems (cardiovascular, nervous, and surgical nurses, students learn basic aseptic respiratory, gastrointestinal, urinary-renal and en- techniques and to apply anatomy vis-à-vis clinical docrine). Emphasizes regulatory control interactions and operative skills. Skills emphasis includes suturing needed for a holistic understanding of homeostasis and knot tying, foley catheter and nasogastric tube and pathophysiology of humans. The course uses insertion, peripheral venous access, venous cut-down lectures, laboratories and clinical scenarios to teach and catheterization, cricothyroidotomy, chest tube the control mechanisms. Physiology is an intermedi- insertion, pericardiocentesis, arterial puncture, and ate step in the progression of knowledge acquisition central line placement. Student application of new 37 psychomotor skills is provided through hands-on Grading System procedure and simulation labs. (1 credit hour) Prereq- Students receive a numerical or letter grade uisite: Gross Anatomy for each course. A grade of 70 percent or higher is needed to pass while scores below 70 percent result in a failing grade. In courses using letter grades, (P) designates pass and (F) denotes fail. A student who Academic Standards does not complete the required work may receive an and Guidelines “I” for incomplete while the work is being completed. Incomplete is not a final grade. The College of Osteopathic Medicine’s Anatomy Students must maintain a cumulative percentage Graduate Program believes that clear academic average of 85% or greater in the following anatomy expectations and carefully monitored performance courses: gross anatomy, cell and tissue biology, will result in the graduation of the highest quality neuroanatomy and human development. Students graduate students. Therefore, the College provides must also maintain a cumulative percentage average the means to carefully monitor the growth of each of 80% or greater within the entire Master of Science student and to promptly assist if any academic or curriculum and successfully complete the Compre- personal difficulties arise. The primary tools for hensive Examination in Anatomy. academic monitoring and advising are the anatomy faculty, the Student Promotion and Evaluation Com- Financial Aid Eligibility mittee, the offices of academic, student and clinical Students must show satisfactory academic prog- affairs and faculty advisers. ress to remain eligible for financial aid. For specific eligibility requirements, refer to the section of this Registration catalog titled “Tuition and Financial Aid.” Notification of availability and location of registration forms will be made via the student portal. (For Academic Regulations more detailed information regarding University regis- The Student Promotion and Evaluation Commit- tration policies and procedures, refer to the Student tee may recommend appropriate action be taken if Handbook.) a student continues to do unsatisfactory work. The final decision rests with the dean of the College. Religious Holidays Remediation of failed courses/systems by exami- The administration and faculty are sensitive to the nation is offered during the summer period. Any diverse religious affiliations of students. If an exami- course may be repeated only once. nation or other University activity is scheduled on the same day as a religious holiday, the student should Withdrawal contact the appropriate faculty member ahead of Application for voluntary withdrawal from the time to request other arrangements to complete the Program must be submitted in writing to the direc- scheduled activity. tor. An exit interview with the director is requested before withdrawal or transfer. Evaluation of Student Academic Progress The director may place a student on leave of ab- Anatomy Graduate Faculty – The anatomy gradu- sence or grant a request for leave of absence because ate faculty oversee the academic progress and per- of health problems, tragedy in the immediate family, sonal development of each student during the years unexpected financial setback or reasons agreed upon of training required for graduation. by one of the deans in consultation with the Student Biomedical Sciences Coordinating Committee Promotion and Evaluation Committee. – This committee will review graduation recommendations from the Anatomy faculty and transmit them Graduation to the Student Promotion and Evaluation Committee. The University awards the degree of Master of Sci- Student Promotion and Evaluation Committee ence in Anatomy (M.S.) upon recommendation of the – This committee makes the final recommendations faculty. The Student Promotion and Evaluation Com- for graduation and enforces the handbook. The Com- mittee reports annually to the faculty the names of mittee comprises three clinical and four basic science students that have met requirements for the master’s faculty members. degree. To graduate, a student must:

38 1. Have successfully completed all prescribed courses. research, academic medicine, or industrial and 2. Have successfully completed the Comprehensive government laboratories that address prob- Examination. lems of human health. 3. Be in attendance at the College of Osteopathic Medicine for the last 30 credits. Vision Statement 4. Be of good moral character and emotionally stable. The Biomedical Sciences Program strives to de- 5. Show professional promise in the judgment of the velop scientist and clinical researchers capable faculty and receive the faculty’s recommendation of advancing the treatment, cure and preven- for graduation. tion of disease through education, research 6. Satisfactorily discharge all financial obligations to and clinical practice. the University. 7. Complete all graduation requirements, including the graduation clearance process. Admission Policies

The admission policies of the College of Osteo- pathic Medicine’s Biomedical Sciences Program ensure selection of students with appropriate preparation to meet the rigors of the challenging curriculum Sciences Biomedical M.S. in in graduate education. These policies define accept- Master of Science in able undergraduate education and designate admis- Biomedical Sciences Program sion procedures. All admission requirements must be completed prior to matriculation. Prospective he Master of Science in Biomedical Sci- students should carefully note specified deadlines. ences (M.S.) program offers training for The application process culminates with a per- students interested in research/teaching sonal interview at Des Moines University. Because of T limited openings, the Graduate Admission Commit- careers at academic, government or private institutions. We will provide individuals aspir- tee invites only those candidates considered to have ing for a health science career an opportunity the greatest professional promise. The Committee to become prepared for professional studies in bases decisions on academic achievement, activi- the areas of medicine, education and research. ties, personality, character, motivation and promise The program leading to the M.S. degree is shown by candidates. Advanced standing based on designed to be completed in two years, but can prior coursework is not given. take up to five years to be completed on a part- time basis. The curriculum includes first-year Misrepresentation medical school classes, courses specifically Misrepresentation in, or omission from, admission designed for the biomedical science program credentials, particularly information concerning pre- and an intensive year of bench research. vious felony or misdemeanor convictions, will consti- Students currently enrolled in the Doctor tute improper behavior under the Student Evaluation or Osteopathic Medicine (D.O.) program or Mechanism provisions of the College of Osteopathic Doctor of Podiatric Medicine (D.P.M.) program Medicine Biomedical Sciences Student Handbook. can also apply to the Biomedical Sciences program. Curriculum for dual degree students Multiple Applications (D.O./M.S. or D.P.M./M.S.) is designed to be Concerning students applying to the University completed within five years. The emphasis for for the first time:First-time entering students may dual degree students is on training clinician apply to only one clinical program at a time. Multiple researchers to teach research methods and college or program applications will not be accepted conduct methodologically rigorous and scien- or processed. *Dual degree (D.O./M.H.A., D.O./M.P.H., tifically sound studies. D.O./M.S.) is the only exception. Concerning currently enrolled students: Enrolled Mission students in the final year of their respective programs To equip students for professional careers as who anticipate completion of a DMU degree may biomedical scientists prepared to enter medical apply for admission to another University program.

39 If accepted, students are expected to complete the reasonable amount of visual and auditory distrac- full curriculum in which they are currently enrolled. tion. They must also perform these functions in a Students enrolled in another DMU program may not timely manner. transfer into the College of Osteopathic Medicine. In 5. Behavioral and Social Attributes: Candidates order to be considered for admission to the College and students must possess the emotional health of Osteopathic Medicine, students must first with- required for full utilization of their intellectual abili- draw from the other DMU program. ties, the exercise of good judgment, the prompt completion of all responsibilities. Candidates and Minimal Technical Standards for students must be able to tolerate physically taxing Admission and Matriculation workloads, adapt to changing environments, dis- The College of Osteopathic Medicine’s Biomedical play flexibility and learn to function in the face of Sciences Program is pledged to the admission and uncertainties inherent in graduate research. matriculation of all qualified students and acknowledges awareness of laws that prohibit discrimination The College of Osteopathic Medicine will attempt against anyone on the basis of race, color, religion, to develop creative ways of offering the graduate gender, national origin, ancestry, sexual orientation, school curriculum to competitive, qualified disabled age, disability, marital status, citizenship or any other individuals. In doing so, however, the College must characteristic protected by law. Regarding disabled maintain the integrity of its curriculum and preserve individuals, the College will not discriminate against those elements deemed essential for graduate edu- such individuals who are otherwise qualified, but cation. will expect applicants and students to meet certain minimal technical standards as set forth herein. The standards reflect reasonable expectations of gradu- Admission Requirements ate students in performing common functions. To be considered for admission, you must have Technical Standards a B.A. or B.S. or complete the requirements for a The holder of a M.S. degree must have the knowl- degree before matriculation. The degree should be in edge and skills to function in a broad variety of situ- the biological or physical sciences; however, appli- ations. In order to carry out the activities described cants with non-science degrees will be considered if below, candidates for the M.S. degree must be able they have a strong science background. to consistently, quickly and accurately integrate all information received, and must have the ability to Prerequisites learn, integrate, analyze and synthesize data. Techno- The courses below are required for admission; you logical accommodations can be made for handicaps may apply while coursework is in progress. in some of these areas, but a candidate must be able to perform in a reasonably independent manner. General Biology...... 8 hours, with lab 1. Observation: Candidates and students must have General Chemistry...... 8 hours, with lab sufficient vision to be able to observe demonstra- Organic Chemistry...... 8 hours, with lab* tions, experiments and laboratory exercises in the Physics...... 8 hours, with lab (or 4 hours basic sciences. physics with lab plus 3 hours of Statistics) 2. Communication: Candidates and students should English: Composition/Literature/Speech...... 6 hours be able to speak, hear and observe in classroom Biochemistry...... 3 hours** and laboratory settings. They must also be able to *Up to 4 hours of Biochemistry may substitute for part of communicate effectively and efficiently in oral and the Organic Chemistry requirement. written form with classmates and faculty. **At least 3 hours of Biochemistry will be required for all 3. Motor: Candidates and students should have applicants, beginning with the class entering in 2009. sufficient motor function to execute movements reasonably required in a classroom or laboratory Entrance Exams setting. Applicants must supply results of the Medical 4. Intellectual, Conceptual, Integrative and Quan- College Admission Test (MCAT), Graduate Record titative Abilities: Candidates and students must Examination (GRE), or Dental Admissions Test (DAT) be able to concentrate, analyze and interpret data with their application. and make decisions within areas in which there is a 40 Academic Requirements completing your file. A science GPA and cumulative GPA of 3.0 or higher • All letters of recommendation should be on the are recommended to be considered for admission writer’s letterhead and sent directly from the writer to the College of Osteopathic Medicine Biomedical to: Sciences Program. MS Admission Des Moines University TOEFL 3200 Grand Avenue In addition to admission requirements, applicants Des Moines, Iowa 50312 who are not native speakers of English must satisfy an All completed applications are reviewed. A limited adequate command of the English language. Test of number of applicants are invited to the College for English as a Foreign Language (TOEFL) scores or other a personal interview. Offers of acceptance are based evidence of English proficiency are required. A mini- on a combination of academic records, the interview mum TOEFL score of 550 points on the written exam, and personal recommendations. 213 on the computerized exam or 69 on the internet- based exam is required. Individual graduate programs Procedures for Accepted Students may require scores higher than the minimums stated. Students accepted for admission to the College For more information about the TOEFL, visit www. must: ets.org/toefl.The TOEFL requirement is waived for • Complete any required courses and/or a bachelor’s Sciences Biomedical M.S. in applicants who received a degree from an institution degree prior to matriculation. where instruction was conducted in English. • Have a physical examination and complete an immunization report before registration. Students Letters of Recommendation admitted shortly before classes begin will have four All applicants will supply three letters of recom- weeks to complete this requirement. A complete mendation from science professors who can evaluate listing of required immunizations is sent to students the applicant’s abilities and probability of success in before orientation. the program. • Complete a criminal background check through Verified Credentials. Results must be released to Dual Degree Students DMU prior to matriculation. The cost of this process Dual degree students can not apply to this pro- will be paid by the applicant. gram prior to January 2 of their first year. • Have medical insurance coverage that provides comprehensive major medical benefits. Students Other must present proof of coverage at registration. Accepted students will be required to complete a Information is sent to students before orientation. criminal background check prior to matriculation. • Register for classes on the designated date. Application fees are non-refundable. Tuition is refundable in accordance with the schedules published Application Process in this catalog. Refer to the section titled “Tuition and Financial Aid.” No other refund schedule will apply. An application can be found online at www.dmu.edu. The University’s Board of Trustees reserves the right Prior to receiving an invitation to interview, an to change tuition and fees at any time. application must be completed and contain all of the All correspondence, applications and inquiries following: should be directed to: • A completed online Admission Application. MS Admission • A $45 non-refundable application fee. Des Moines University • Examination scores (either DAT, MCAT or GRE). 3200 Grand Avenue • An official transcript from each college or university Des Moines, Iowa 50312-4198. attended. Telephone 1-800-240-2767, ext. 1499, • Three letters written by science professors who can or (515) 271-1499 evaluate the applicant’s abilities and probability of E-mail: [email protected]. success in the program. Letters from social science professors, although welcome, (psychology, Transfer of Credit sociology, anthropology, etc.) will not count toward A student may request transfer credit for previous graduate work completed at other regionally 41 accredited (or equivalent) educational institutions. Cell Biology...... 3 credit hours The request should be submitted in writing to the Biostatistics...... 3 credit hours Director of Biomedical Sciences who will forward it Responsible Conduct in to the Biomedical Sciences Coordinating Commit- Biomedical Research...... 1 credit hour tee. Approved graduate work will be entered on the Special Topics...... 3 credit hours student’s permanent record by the Registrar’s Office. Research...... 0-3 credit hours No more than 10 hours of approved graduate work Electives...... 1 credit hours will be applied toward the 40 hours required for the Master of Science degree. Year 2 - Fall/Spring/Summer Semester Dual degree students may transfer in all required Journal Club and Presentation and elective classes for the program as long as they of Scientific Information...... 1 credit hour were taken at DMU; however, they must have an aver- Research...... 12-15 credit hours age of 80% or greater in every class that is transferred. Research Presentation...... 1 credit hour Thesis Defense Total Credits to Graduate...... 40 credit hours Curriculum Summary of Courses Required Coursework Biochemistry and Molecular Genetics.....5 credit hours Biochemistry and Molecular Genetics: An intro- Microbiology/Immunology ductory molecular description of biological structure or Physiology...... 6-7 credit hours and function. Normal metabolism and gene expres- Responsible Conduct in sion are given the major emphasis. Several common Biomedical Research...... 1 credit hour genetic diseases and metabolic disorders serve to Biostatistics...... 3 credit hours contrast normal and perturbed human biochemistry, Cell Biology...... 3 credit hours as well as demonstrate the clinical implications of Introduction to Research...... 1 credit hours human biochemistry. (5 credit hours) Special Topics...... 3 credit hours Journal Club and Presentation Microbiology/Immunology: An introduction to the of Scientific Information...... 1 credit hour various subdisciplines of microbiology, with empha- Presentation of Research...... 1 credit hour sis on facts and principles pertinent to the broad Research...... 15 credit hours requirements for understanding infectious diseases. Total Required Coursework...... 39-40 credit hours Bacterial, mycotic, parasitic and viral pathogens are considered, with major emphasis on host-pathogen Electives interactions and pathogenic mechanisms. Basic prin- Pharmacology...... 5 credit hours ciples and clinical relevance of immune mechanisms Teaching in the Biomedical Sciences...... 1 credit hour are presented. Laboratory integration focuses on the Special Topics in Microbiology*...... 3 credit hours common diagnostic modalities pertinent to the vari- Special Topics in Pharmacology*...... 3 credit hours ous infectious agents. (6 credit hours) Prerequisite: Special Topics in Physiology*...... 3 credit hours Biochemistry Special Topics in Biochemistry*...... 3 credit hours Total Credits to Graduate...... 40 credit hours Physiology: An introduction to basic principles of physiology from the cellular level (membrane * Represents courses that apply towards Special Topics potentials, receptor physiology, transport mecha- Requirement nisms) to organ systems (cardiovascular, nervous, respiratory, gastrointestinal, urinary-renal and en- Tentative Distribution of Credit Hours docrine). Emphasizes regulatory control interactions needed for a holistic understanding of homeostasis Year 1 - Fall/Spring/Summer Semesters and pathophysiology of humans. The course uses Introduction to Research...... 1 credit hour lectures, laboratories and clinical scenarios to teach Biochemistry and Molecular Genetics.....5 credit hours the control mechanisms. Physiology is an intermedi- Microbiology/Immunology ate step in the progression of knowledge acquisition or Physiology...... 6-7 credit hours 42 necessary for subsequent courses. (7 credit hours) in which students will present their scientific data to Prerequisite: Biochemistry the University during the Friday Seminar Series. In addition, students will attend all of the Friday Seminar Pharmacology: An introduction to general prin- Series Lectures. (1 credit hour) ciples of pharmacology, toxicology and drug classes. Emphasis is upon the mechanism of action, adverse Introduction to Research: The course is designed to effects, pharmacokinetics and drug interaction for provide students with an introduction to research op- the major drug classes. Pharmacology is an interme- portunities and laboratory safety procedures/policies diate step in the progression of knowledge acquisi- at Des Moines University. Students will complete a tion necessary for subsequent courses. (5 credit survey of research at Des Moines University, biomedi- hours) Prerequisite: Physiology cal safety training and two four-week laboratory rotations. This course is designed to prepare students Cell Biology: This is an advanced course in cell biol- to work safely in a research environment and identify ogy designed to familiarize the students with mod- a thesis mentor. (1 credit hour) ern concepts of cell and molecular biology. Topics to be covered will include transcription, translation, Teaching in the Biomedical Sciences: This course intracellular trafficking, cell-cell signaling, membrane will provide students with an opportunity to improve transport, and structure and function of DNA. (3 their communication skills and foster self-confi- Sciences Biomedical M.S. in credit hours) Prerequisite: Biochemistry dence in group settings. Students will be expected to prepare a course syllabus and a lecture handout. Biostatistics: This is an introductory course that ex- The use of audiovisual techniques for classroom poses the student to the use of statistical techniques instruction will also be discussed. Students will be for research data analysis. Topics covered include assigned different topics for presentation as ‘practice’ research design, data acquisition, types of data, uni- lectures, and these lectures will be video-taped. variate and bivariate data summarization techniques, Course faculty and students will evaluate the perfor- tabular and graphical data presentation, inferential mance of each student presentation. (1 credit hour) techniques using different theoretical distributions and the use of multivariate statistical techniques. (3 Research: Bench research under the supervision of credit hours) thesis advisor and thesis committee. (15 credit hours) Thesis committee approval required. Responsible Conduct in Biomedical Research: This course will discuss the ongoing process of reconcil- ing regulations, guidelines, standards, and ethics to promote integrity in the proposing, planning, Academic Standards conducting, reporting and reviewing of research. (1 and Guidelines credit hour) The College of Osteopathic Medicine’s Biomedical Journal Club and Presentation of Scientific Infor- Sciences Program believes that clear academic ex- mation: This is a one hour per week class where stu- pectations and carefully monitored performance will dents learn the basis of scientific presentation, and result in the graduation of the highest quality gradu- practice these concepts by participating in journal ate students. Therefore, the College of Osteopathic club presentations. (1 credit hour) Medicine provides the means to carefully monitor the growth of each student and to promptly assist if any Special Topics: Each department that chooses to academic or personal difficulties arise. The primary mentor master’s degree students will develop an tools for academic monitoring and advising are the advanced class in their area of expertise. The basis of Biomedical Sciences Coordinating Committee, the these classes will likely be to use primary literature to Student Promotion and Evaluation Committee, the develop a sense of history, depth and emerging con- Offices of Academic, Student and Clinical Affairs and cepts in the selected field. (3 credit hours) Consent of the faculty advisers. the instructor is required. Registration Presentation of Research: This is a one hour class Notification of availability and location of registra-

43 tion forms will be made via the student portal. (For Any course may be repeated only once. more detailed information regarding University registration policies and procedures, refer to the Student Withdrawal Handbook.) Application for voluntary withdrawal from the Program must be submitted in writing to the direc- Religious Holidays tor. An exit interview with the director is requested The administration and faculty are sensitive to the before withdrawal or transfer. diverse religious affiliations of students. If an exami- The director may place a student on leave of ab- nation or other University activity is scheduled on the sence or grant a request for leave of absence because same day as a religious holiday, the student should of health problems, tragedy in the immediate family, contact the appropriate faculty member ahead of unexpected financial setback or reasons agreed upon time to request other arrangements to complete the by one of the deans in consultation with the Student scheduled activity. Promotion and Evaluation Committee.

Evaluation of Student Academic Progress Graduation Biomedical Sciences Coordinating Committee The University awards the graduate degree of - This committee oversees the academic progress and Master of Science in the Biomedical Sciences (M.S.) personal development of each student during the upon recommendation of the faculty. The Student years of training required for graduation. Promotion and Evaluation Committee reports annu- Student Promotion and Evaluation Committee ally to the faculty the names of students that have – This committee makes the final recommendations met requirements for the master’s degree. To gradu- for graduation and enforces the handbook. The Com- ate, a student must: mittee comprises three clinical and four basic science 1. Have successfully completed all prescribed courses. faculty members. 2. Successfully write and defend their thesis 3. Be in attendance at the College of Osteopathic Grading System Medicine for the last 30 credits. Students receive a numerical or letter grade 4. Be of good moral character and emotionally stable. for each course. A grade of 70 percent or higher is 5. Show professional promise in the judgment of the needed to pass while scores below 70 percent result faculty and receive the faculty’s recommendation in a failing grade. In courses using letter grades, (P) for graduation. designates pass and (F) denotes fail. A student who 6. Satisfactorily discharge all financial obligations to does not complete the required work may receive an the University. “I” for incomplete while the work is being completed. 7. Complete all graduation requirements, including Incomplete is not a final grade. the graduation clearance process. To remain in the Biomedical Sciences Program, students must maintain an 80% average in their coursework. This will be calculated at the end of each year.

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.”

Academic Regulations The Student Promotion and Evaluation Commit- tee may recommend appropriate action be taken if a student continues to do unsatisfactory work. The final decision rests with the dean of the College. Remediation of failed courses/systems by examination is offered during the summer vacation period.

44 College of Podiatric Medicine & Surgery

he College of Podiatric Medicine and • Position the Des Moines University Foot & Ankle Surgery was established in 1981 as one Institute as the experts in podiatric medical care in Tof the colleges of Des Moines Univer- the community sity. As the profession’s first college within a health sciences university, the College pro- Accreditation vides a unique opportunity for students and The College of Podiatric Medicine and Surgery the podiatric medical profession to focus on is accredited by the Council on Podiatric Medical the delivery of podiatric medical services as an Education (CPME) of the American Podiatric Medical integral part of the health care team. Association. Accreditation attests to the quality of the podiatric medical education program and the Mission continued commitment of the institution to support The College of Podiatric Medicine and Surgery the education program. The Council is recognized by is America’s center of excellence for innovative the U.S. Department of Education and the Council for podiatric medical education, scholarly contri- Higher Education Accreditation as the specialized ac- bution, and service. crediting body for podiatric medical education. The College is approved by CPME to conduct podiatric Vision surgical, podiatric orthopedic and podiatric primary To attract highly motivated students to learn care postdoctoral residency programs. in a distinctive program of podiatric medical education where they are taught and mentored Research by faculty recognized for their clinical compe- Extramurally funded research projects in podiatric tencies and scientific contributions. Students medicine include the study of the physics of foot acquire the tools for success in today’s dynamic function, the study of antiviral agents to treat plantar health care environment while developing the warts and the quantitative analysis of lower extremity skills needed for ongoing professional growth biomechanics. A biomechanics human performance and leadership. laboratory supports the research of several faculty from the College of Podiatric Medicine and Surgery Goals and the College of Health Sciences. The goals of the College of Podiatric Medicine and Surgery are to: • Recruit, matriculate and retain a diverse group Admission Policies of students possessing the personal and academic qualities needed to successfully complete the podiat- The admission policies of the College of Podiatric ric curriculum Medicine and Surgery are competitive to ensure the • Design and deliver an educational program that selection of mature, caring and qualified students develops life-long learning skills and provides each with appropriate preparation and acceptable pre- student with the greatest opportunity for success medical education. All admission requirements must • Foster a culture of achievement where adminis- be completed prior to registration at the start of the trators, faculty and staff are recognized as a distinc- term. The application process culminates with an on- tive resource for podiatric medical education and to campus interview. Because there are more applicants the profession than openings, admission is selective and the inter- • Strengthen the spirit of cooperation among our view is by invitation only. Decisions on admission communities of interest by effectively communicat- are based on academic achievement, community ing the educational philosophy, accomplishments and leadership activities, letters of reference and the and service activities provided by the College personal interview.

45 Multiple Applications cal standards as set forth herein. In adopting these Concerning students applying to the University standards, the College feels it must keep in mind for the first time:First-time entering students may the ultimate safety of the patients its graduates will apply to only one clinical program at a time. Multiple eventually care for. The standards reflect reasonable college or program applications will not be accepted expectations of podiatric medical students and phy- or processed. *Dual degree (D.P.M./M.H.A., D.P.M./ sicians in performing common functions. M.P.H., D.P.M./M.S.) is the only exception. Concerning currently enrolled students: Enrolled Technical Standards students in the final year of their respective programs The holder of a D.P.M. degree must have the who anticipate completion of a DMU degree may knowledge and skills to function in a broad variety apply for admission to another University program. of clinical situations and to render a wide spectrum If accepted, students are expected to complete the of patient care. In order to carry out the activities full curriculum in which they are currently enrolled. described below, candidates for the D.P.M. degree Students enrolled in another DMU program may not must be able to consistently, quickly and accurately transfer into the College of Podiatric Medicine and integrate all information received, and must have Surgery. In order to be considered for admission to the ability to learn, integrate, analyze and synthesize the College, students must first withdraw from the data. other DMU program. A candidate for the D.P.M. degree must have the *Students who have been accepted to the College of abilities and skills of eight varieties, including: obser- Podiatric Medicine and Surgery may be eligible for a vation; communication; motor; sensory; strength and dual-enrollment option leading to a Master of Health mobility; visual integration; intellectual, conceptual, Care Administration (M.H.A.) degree, a Master of Public integrative and quantitative; and behavioral and Health (M.P.H.) degree, Master of Science in Anatomy social. Technological compensation can be made for (M.S.) degree or Master of Science in Biomedical Sci- handicaps in some of these areas, but a candidate ences (M.S.) degree. Students interested in pursuing a must be able to perform in a reasonably independent dual degree may take Health Care Administration or manner. Public Health course work during the summer trimester 1. Observation: Candidates and students must have prior to the start of classes for CPMS. Applications for a sufficient vision to be able to observe demonstra- dual degree in Anatomy or Biomedical Sciences will be tions, experiments and laboratory exercises in the available at the conclusion of the first semester of CPMS basic sciences. They must be able to observe a course work. patient accurately at a distance and close at hand. 2. Communication: Candidates and students should Misrepresentation be able to speak, hear and observe patients in Misrepresentation in, or omission from, admissions order to elicit information, examine patients, de- credentials, particularly concerning previous felony scribe changes in mood, activity and posture and or misdemeanor convictions, will constitute improper perceive nonverbal communications. They must behavior under the Student Evaluation Mechanism be able to communicate effectively and sensitively provisions of the Student Handbook. with patients. Communication includes not only speech but also reading and writing. They must Minimal Technical Standards for Admission also be able to communicate effectively and ef- and Matriculation ficiently in oral and written form with all members The College of Podiatric Medicine and Surgery is of the health care team. pledged to the admission and matriculation of all 3. Motor: Candidates and students should have qualified students and acknowledges awareness sufficient motor function to execute movements of laws that prohibit discrimination against anyone reasonably required to provide general care and on the basis of race, color, religion, gender, national emergency treatment to patients. Examples of origin, ancestry, sexual orientation, age, disability, emergency treatment reasonably required of marital status, citizenship or any other characteristic physicians are cardiopulmonary resuscitation, protected by law. Regarding disabled individuals, the administration of intravenous medication, the ap- College will not discriminate against such individuals plication of pressure to stop bleeding, the opening who are otherwise qualified, but will expect appli- of obstructed airways and the suturing of simple cants and students to meet certain minimal techni- wounds. Such actions require coordination of both

46 gross and fine muscular movements, equilibrium ships with patients. Candidates and students must and functional use of the senses of touch and vi- be able to tolerate physically taxing workloads, sion. adapt to changing environments, display flexibility 4. Sensory: Since podiatric medical candidates and and learn to function in the face of uncertainties students need enhanced ability in their sensory inherent in the clinical problems of many patients. skills, it would be necessary to thoroughly evalu- Compassion, integrity, concern for others, inter- ate for candidacy individuals who are otherwise personal skills and interest and motivation are all qualified but who have significant tactile, sensory personal qualities that will be assessed during the or proprioceptive disabilities. This would include admission and educational processes. individuals with significant previous burns, sensory motor deficits, cicatrix formation and many malfor- The College of Podiatric Medicine and Surgery mations of the upper extremities. will attempt to develop creative ways of opening the 5. Strength and Mobility: Podiatric medical treat- medical school curriculum to competitive, qualified ment often requires sufficient upper extremity and disabled individuals. In doing so, however, the Col- body strength; therefore, individuals with signifi- lege must maintain the integrity of its curriculum and cant limitations in these areas would be unlikely to preserve those elements deemed essential to educat- succeed. Mobility to attend to emergency codes ing a podiatric physician. and to perform such maneuvers as CPR is also required. 6. Visual Integration: Consistent with the ability Admission Requirements to assess asymmetry, range of motion and tissue texture changes, it is necessary to have adequate Applicants to the College of Podiatric Medicine visual capabilities for proper evaluation and treat- and Surgery are encouraged to have completed a ment integration. baccalaureate degree by the time of registration al- 7. Intellectual, Conceptual, Integrative and Quan- though applicants may be admitted after completing titative Abilities: Candidates and students must 90 semester hours of undergraduate preparation at a Doctor of Podiatric Medicine Podiatric of Doctor be able to concentrate, analyze and interpret data regionally accredited institution. Within the scope of and make decisions within areas in which there is a undergraduate preparation, all applicants must have reasonable amount of visual and auditory distrac- completed the following prerequisite courses or their tion. They must also perform these functions in equivalents: a timely manner and under a reasonable amount of stress since podiatric doctors are expected to Required Courses Minimum Semester Hours be able to perform such duties in diverse clinical Biology...... 8 hours, with lab settings where others may be present and where General Chemistry...... 8 hours, with lab there is a certain degree of noise. Candidates and Organic Chemistry...... 8 hours, with lab students must be able to accurately write prescrip- Physics...... 8 hours, with lab tions, accurately perform basic mathematical func- English Composition/ tions and accurately and quickly read charts with Communications/Speech...... 6 hours minimal error in areas where there may be distractions. The practice of medicine demands the ability Recommended Courses: to integrate and process information promptly English Literature, Biochemistry, Genetics, Compara- and accurately in a time-sensitive environment. tive Anatomy, Mathematics and Psychology. Candidates must be able to draw on their store of knowledge in emergency situations and under All course work must be from a regionally accred- time limitations. ited institution. Applicants should have a minimum 8. Behavioral and Social Attributes: Candidates cumulative and science grade point average of 2.75 and students must possess the emotional health on a 4.0 scale. Deficiencies, if any, must be cleared required for full utilization of their intellectual abili- before registration. ties, the exercise of good judgment, the prompt completion of all responsibilities attendant to the Foreign Students diagnosis and care of patients and the develop- Residents of foreign countries wishing to apply for ment of mature, sensitive and effective relation- admission are advised to spend at least one year at an

47 accredited college or university in the United States. Test (MCAT) to be considered for admission. MCAT During this time, students can adjust to the cultural registration information can be obtained through and academic practices in the U.S. www.aamc.org/mcat. Contact the CPMS Admission Office if you have questions about the MCAT Transfer Policy requirement. Students currently enrolled in podiatric programs MCAT Registration who wish to transfer should contact the dean’s office. American College Testing Program Service Transfers from U.S. and Canadian-accredited osteo- P.O. Box 451 pathic and allopathic medical schools who apply may Iowa City, Iowa 52243 need to complete additional work. Students who do (319) 337-1305 transfer must complete at least two years of study at the College of Podiatric Medicine and Surgery. Arrange with your preprofessional advisory com- Students enrolled in the College of Podiatric Medi- mittee to have an evaluation sent directly to the Ad- cine and Surgery are not permitted to transfer into missions Office. No other letters are required, and you other DMU programs. Students who wish to apply should not hesitate to have references sent ahead of to another University program must withdraw from your application. Materials will be kept on file for you. the College of Podiatric Medicine and Surgery prior If you do not have a preprofessional advisory com- to submitting an application for admission to the mittee, you may substitute two letters of reference; program. Dual degree is the only exception. *Dual one from a health professions advisor and one from degree is the only exception for D.P.M./M.H.A. and a professor (science preferred) or podiatric physician D.P.M./M.P.H. who can address the quality of your professional work. These letters should be on the writer’s let- Dual-Degree Programs terhead and should be sent directly to the Admission Students enrolled in the College of Podiatric Medi- Office from the writer. cine and Surgery may be eligible for dual-enrollment leading to a Master of Health Care Administration Interviews (M.H.A.) degree, a Master of Public Health (M.P.H.) All completed applications are reviewed for a pos- degree, a Master of Science in Anatomy (M.S.) degree sible interview. Only those applicants who are being or a Master of Science in Biomedical Sciences (M.S.) strongly considered for admission will be invited for degree. Students interested in this option should an interview. The College does not interview appli- contact the CPMS Office of the Dean for additional cants for screening purposes. Candidates not offered information. an interview are notified that their application has been rejected.

Admission Procedures Procedures for Accepted Students All accepted students must: Direct any correspondence or inquiries concerning • Pay a $500 non-refundable acceptance fee that is admission to: applicable to tuition. CPMS Admission • Participate in the on-campus orientation program Des Moines University the week before the start of classes. 3200 Grand Avenue • Have a physical examination and complete an Des Moines, Iowa 50312-4198 immunization report before registration. Students 515-271-7497 or 1-800-240-2767, ext. 7497 admitted shortly before classes begin will have four www.dmu.edu/cpms weeks to complete this requirement. A complete email: [email protected] listing of required immunizations is sent to students before orientation. The College participates in the American Associa- • Have medical insurance coverage that provides tion of Colleges of Podiatric Medicine Application comprehensive major medical benefits. Students Service (AACPMAS). Call 800-922-9266 for informa- must present proof of coverage at registration. tion. The AACPMAS application is available online at Information is sent to students before orientation. www.e-aacpmas.org. • Register for classes on the designated date. You must complete the Medical College Admission

48 Acceptance fees and tuition are partly refundable other members of the health care community, such in accordance with the schedules published in the as primary care physicians, specialists and students in section of this catalog titled “Tuition and Finan- other health care programs. Emphasis is upon devel- cial Aid.” No other refund schedule will apply. The oping an understanding of podiatric medicine as an University’s Board of Trustees reserves the right to integral part of total health care. change tuition and fees at any time. NOTE: The College of Podiatric Medicine and Surgery (CPMS) offers a program that uses the most current and Curriculum complete information and teaching techniques. CPMS reserves the right to adapt the curriculum in response The College prepares podiatric medical doctors to faculty initiatives, developments in the state of the through an integrated program of didactics, labora- teaching arts, research findings and recommendations tory and clinical experiences in hospitals and ambula- from the Board of Trustees and the Council on Podiatric tory care facilities. Medical Education of the American Podiatric Medical Association. Overview Students receive a core of basic science instruction Curriculum Outline based on an integrated systems curriculum reflecting the interrelationship and interdependence of body Phase I – Academic Schedule systems. This is an innovative method of instruction that focuses on the systems of the body (e.g., hema- First Year tological, cardiovascular). The basic sciences (e.g., Biochemistry & Molecular Genetics anatomy, microbiology, biochemistry) are taught Problem-Based-Learning Biochemistry (elective) as they apply to the specific system under study. Introduction to Podiatric Medicine Clinical correlations relate each system to podiatric Anatomy medical practice. Cell & Tissue Biology Doctor of Podiatric Medicine Podiatric of Doctor The basic science curriculum for podiatric medical Microbiology/Immunology students is essentially the same as the curriculum for Physical Diagnosis students in the College of Osteopathic Medicine as Introduction to Physiology classes are taught jointly. Additional comprehensive Pathology instruction in the functional anatomy of the lower ex- Neuroanatomy tremity is provided to students in the College of Podi- Basic Life Support atric Medicine and Surgery. The body system courses Geriatrics taught in the second year are designed to meet the educational needs of podiatric medical students. Second Year Students can become involved in research proj- Pharmacology ects with basic scientists or clinicians. This typically Cardio-Respiratory includes major participation in the preparation of the Endocrine/Reproductive research protocol, preparation of grant applications Hematology and significant involvement in data collection and Renal analysis. In some instances, the research has led to Neurology the publication of papers in professional journals. Gastrointestinal/Nutrition Problem-based learning is an innovative aspect Behavioral Medicine of the curriculum. The intent is to produce graduates Introduction to Lower Extremity Biomechanics who are problem-solvers and self-directed learners. Lower Limb Anatomy Problem-based learning is now included in the cur- Clinical Podiatric Medicine and Diagnostics riculum of many U.S. medical schools. Clinical Podiatric Biomechanics and Surgery During the last 24 months of the four-year course of study, students receive clinical experiences in four Third Year environments: ambulatory clinics, hospitals, long- Basic Surgical Skills term care facilities and community practices. During Lower Extremity Dermatology this phase, podiatric medical students interact with Lower Extremity Traumatology/Emergency Medicine

49 Basic Life Support Recertification Fourth Year Community Health Care, Concerns, and Assessment In the fourth year, students are required to Principles and Practices of Evidence Based complete 11 months of clinical training in a variety Podiatric Medicine of clinical settings, including ambulatory clinics, Advanced Cardiac Life Support hospitals and community practices. Each student must complete a four-month podiatric medicine Fourth Year and surgery core hospital rotation. Two additional Senior Independent Readings months of podiatric medicine and surgery training are required, with the remaining five months desig- Phase II - Clinical Training nated as electives rotations (anesthesiology, internal The Clinical Phase of the curriculum begins in medicine, orthopedics, podiatric medicine and the summer between the second and third year, surgery, plastic surgery, radiology and others). The and continues until graduation. Students manage training is designed to encourage a broad range of podiatric patients in a variety of health care settings, clinical experiences and foster development of a solid which provides students with a broad base of clinical foundation of patient management skills. experience. The clinical experience focuses upon the interaction of podiatric medical students with other members of the health care team. The role of Summary of Courses/ podiatric medicine in total health care then becomes Integrated Systems more apparent to the student. Second-year students are encouraged to attend the Des Moines University Year I Courses Foot & Ankle Institute on a voluntary basis when their schedules permit. Biochemistry & Molecular Genetics: An introduc- Second Year tory molecular description of biological structure During the summer at the end of the second and function. Normal metabolism and gene expres- year, students begin their formal clinical training at sion are given the major emphasis. Several common University-sponsored and affiliated clinical sites by genetic diseases and metabolic disorders serve to participating in a one-month summer clinic rota- contrast normal and perturbed human biochemistry, tion. Students begin to acquire fundamental skills in as well as demonstrate the clinical implications of history-taking and documentation, physical examina- human biochemistry. tion and basic podiatric procedures. Problem-Based-Learning Biochemistry: An elec- Third Year tive course offered as an enhancement to the regular During the third year, students are fully immersed Biochemistry course. The course uses a small-group, in clinical training. Students are required to master student-directed discussion format focused on clini- established clinical objectives appropriate for a third- cal case presentations. Case study sessions provide year podiatric medical student. The emphasis of the a forum in which students develop problem-solv- objectives relates to the physician-patient relation- ing skills and achieve a deeper understanding of ship, development of diagnostic skills, performance biochemical principles and processes as applied to of common office-based procedures and follow- clinical situations. ing outpatient and inpatient operative protocols. Students rotate at a variety of patient care facilities Introduction to Podiatric Medicine: Introduces whose population base varies with respect to socio- students to the history of the podiatric medical economic and cultural diversity. This prepares the profession and reviews the diversity of conditions student for the fourth year. the podiatric physician will encounter. This course The last 24 weeks of clinical training are integrated will describe the role podiatric physicians play in the with the third-year evidence-based medicine edu- medical community and the interrelationships with cational program. Students participate in the care of other health care professionals. patients under the supervision of a clinician they are assigned to for the case-based education experience. Anatomy: Lecture and laboratory presentations center upon dissection of the human body. Dissection of each region of the body is accompanied by films,

50 examination of prosected material and radiological physiology and the application to pathophysiology. correlation. Appropriate clinical information is presented by medical specialists and additional lectures Pathology: Develops a basis for the biological integrate the early development of body form and interpretation of disease processes by integrating the cellular organization with regional anatomy. A sec- structure and function of diseases and the relation- tion of the course includes a detailed consideration ship of symptoms to lesions. of the structure of the human nervous system. Neuroanatomy: The structural and functional orga- Cell & Tissue Biology: A comprehensive study of nization of the central nervous system is presented human cell biology, basic tissues and organ systems through lectures and laboratory/computer demon- (e.g., cardiovascular, gastrointestinal, integumentary strations on parts of the brain and spinal cord. The and lymphoid). Wherever possible, the study of his- course covers the role of the brain and spinal cord tology is translated to clinical relevance. The course in sensory perception and movement of the human consists of regularly scheduled lectures and labora- body, including organs and behavioral responses. tory periods. In laboratories, students study the light Wherever possible, case studies and appropriate and electron microscopic structure of cells, tissues syndromes are also presented. and organs through atlases, prepared slides and computer-assisted learning software. Geriatrics: This course introduces the student to the core concepts in gerontology and geriatrics. The Microbiology/Immunology: An introduction to the older patient is unique and represents the composite various subdisciplines of microbiology, with empha- influence of a lifetime of exposure to the environ- sis on facts and principles pertinent to the broad ment and the consequences of social, psychological requirements for understanding infectious diseases. and economic factors and disease all superimposed Bacterial, mycotic, parasitic and viral pathogens are upon a genetic endowment. considered, with major emphasis on host-pathogen interactions and pathogenic mechanisms. Basic prin- Basic Life Support: All students are required to Doctor of Podiatric Medicine Podiatric of Doctor ciples and clinical relevance of immune mechanisms achieve certification in basic life support during the are presented. Laboratory integration focuses on the first academic year and re-certify prior to clinical common diagnostic modalities pertinent to the vari- rotations. ous infectious agents.

Physical Diagnosis: A lecture-laboratory system in- Year II Courses troducing history taking and physical examination of both pediatric and adult patients. Practical laboratory Pharmacology: This course includes a detailed sessions using standardizes patients in the Standard- review of the therapeutic use, adverse reactions and ized Patient Assessment Lab (SPAL) emphasize the drug interactions for pharmaceuticals commonly proper use of diagnostic equipment and techniques used to manage systemic conditions and those phar- for performing a history and physical examination. maceuticals prescribed by podiatric physicians.

Physiology: An introduction to basic principles of Cardio-Respiratory: Provides the student with physiology from the cellular level (membrane po- the pathophysiology and management of major tentials, receptor physiology, transport mechanisms) cardiovascular and pulmonary diseases. The course to organ systems (cardiovascular, nervous, respira- presents the relationship that exists between these tory, gastrointestinal, urinary-renal and endocrine). two systems. Causes, development and clinical impli- Emphasis on regulatory control interactions neces- cations of cardiovascular and respiratory events are sary for a holistic understanding of homeostasis and presented with a special focus on podiatric medical pathophysiology of humans. Lectures, laboratories relationships as presented in clinical cases. and clinical scenarios are used to teach control mechanisms. Physiology is an intermediate step in Endocrine/Human Reproduction: Designed to give the progression of knowledge acquisition necessary the student an understanding of normal and abnor- for subsequent courses. Knowledge of anatomy and mal endocrine functioning. Lower limb manifesta- biochemistry is a prerequisite for understanding tions of endocrine disorders are considered when

51 appropriate. Principles of male and female reproduc- assists in developing techniques for the treatment tive systems include fetal development as well as and management of the difficult patient. An overview reproductive anatomy, physiology and pathologies. of various treatment modalities is presented.

Hematology: Develops technical competency and Introduction to Lower Extremity Biomechanics: familiarity with basic laboratory techniques in hema- Discusses the evolution, development and functional tology and introduces blood formation and common anatomy of the lower extremity, focusing on the diseases of, or related to, the hematopoietic system, principles of kinesiology, kinetics, kinematics, muscle including their relationship to podiatric medicine. physiology and bioengineering as they relate to the The course also emphasizes the pathophysiology of static and dynamic normal lower extremity. hematologic disorders and the relationship of the hematopoietic system to other body systems. Ap- Lower Limb Anatomy: A comprehensive course in plications of blood disorders to the podiatric patient the functional anatomy of the lower limb. Podiatric are considered. medical students dissect and identify the detailed structures of the foot, leg and thigh in order to Renal: Relates preclinical study of the urinary tract become expert in the structure and function of this structure and function to common clinical abnormali- region of the body. ties found from infancy through adult life. Empha- sizes prevention, recognition and management of Clinical Podiatric Medicine and Diagnostics: common urinary tract pathologies. The system covers Prepares students for rotations through specific problems involved in fluid, electrolyte and acid-base course emphasis on principles of physical diagnosis homeostasis. The relevance to podiatric medicine is and medical records, radiology, nuclear medicine, emphasized through correlation discussions. rheumatology, peripheral vascular disease, overuse injuries, infectious disease and therapeutic intervention. Neurology: Provides the student with an understanding of clinical disorders of the brain, spinal cord Clinical Podiatric Biomechanics and Surgery: and peripheral nerves. Specialists in the areas of Covers lower extremity structural abnormalities as re- neurology and neuropsychiatry systematically pres- lated to the compensating foot and lower limb. More ent fundamentals of normal and abnormal nervous complex orthopedic and biomechanical pathologies system findings in adults and children while empha- are considered and the relationship and interaction sizing the diagnosis and treatment of neurological of mechanical, surgical and medical approaches are disorders that may have implications to podiatric introduced. The course is designed to foster an ap- practice. preciation for the biomechanical principles associated with complex foot and ankle surgery. Gastrointestinal/Nutrition: An integrated approach to the structure, function and pathology of the gastrointestinal tract. Initial emphasis is on the normal Year III Courses functioning of the gastrointestinal system leading to the study of the causes, development and clinical Basic Surgical Skills: Students learn principles of implications of gastrointestinal problems and dis- aseptic technique training according to national eases, including relationships to podiatric medicine. standards. These techniques include the surgical The nutrition section of the course presents a basic hand scrub, opening a sterile field, self and assisted introduction to the concepts of essential nutrients gowning and gloving, open gloving, instrumentation and changing nutritional requirements of individuals identification and passing as well as sterile field pre- throughout their lifetime. sentation and maintenance. Students demonstrate these techniques under the direction of operating Behavioral Medicine: Utilizes lectures to teach per- room nurses. Students also learn proper sterilization sonality development, normal adaptation, specific de- of and nomenclature for instruments. viations, individual and family crises and the individual and family life cycle from birth to death. Behavioral Lower Extremity Dermatology: This course medicine presents conceptualizations in the multi- provides the podiatric medical student with an disciplinary evaluation and care of the patient, and understanding of diagnosis and management skills

52 for dermatological conditions affecting the lower is a means by which students can prepare for Part II extremity and the systemic diseases associated with of the National Boards. The readings help students skin and skin-related structures. remain current through material the faculty considers pertinent to postgraduate training and private Lower Extremity Traumatology/Emergency Medi- practice. Objectives include ensuring that fourth-year cine: Students are introduced to various concepts students read material pertinent to furthering their regarding traumatic disorders of the lower extremity, education, providing a uniform and organized read- including management of soft tissue injuries, fracture ing schedule while on outside rotations so students management, tetanus prophylaxis and complications will be better prepared for residencies and private associated with traumatic injury. The emergency practice and encouraging independent reading medicine component of the course reviews emer- above and beyond required textbooks. Students gency and urgent-care situations that the podiatric must research, read and identify articles used to medical specialist may encounter. answer clinicl questions developed for a broad range of cases developed by the faculty of the College. Community Health Care, Concerns and Assess- ment: Introduces the student to fundamental principles and concepts associated with health care delivery and practice management systems. An Clinical Affiliations overview of health-related epidemiology, medical jurisprudence and community health issues are cov- The College has affiliations with numerous medi- ered in this course. cal centers throughout the United States. Podiatric and other medical staff members of these institutions Evidence-based Podiatric Medicine: Principles and hold clinical faculty appointments. Practices of Evidence-Based Podiatric Medicine is comprised of the following six clinical units: Medi- Des Moines University Clinic cine, Infectious Disease, Vascular Disease, Rearfoot Des Moines University Foot and Ankle Institute Doctor of Podiatric Medicine Podiatric of Doctor Pathology, Forefoot Pathology and Radiology. Affiliated Ambulatory Clinics in Central Iowa Students will use learned skills and knowledge as Broadlawns Medical Center well as develop new skills to solve clinical problems Central Iowa Veterans Administration Medical Center in these clinical units using a problem-based learning Adair County Memorial Hospital format. Students must ascertain key components Iowa Methodist Medical Center – Wound Care Center of the patient history and physical examination to Acute Care Training Hospitals in Des Moines recommend appropriate diagnostic tests leading Broadlawns Medical Center to a condition diagnosis and implementation of a Iowa Lutheran Medical Center management plan of action and the consequences Iowa Methodist Medical Center of those actions. Students will apply evidence-based Mercy Hospital Medical Center evaluation skills to evaluate the literature and select the most appropriate course of action in dealing with Hospital Clinical Affiliations a clinical program. Beth Israel Deaconess Medical Center Advanced Cardiac Life Support (ACLS): A course Boston, Massachusetts offered during the third year. The course includes Broadlawns Medical Center training in defibrillation/cardioversion, airway man- Des Moines, Iowa agement-intubation, I.V. techniques, ECG interpreta- Community Medical Center tion and cardiovascular pharmacology. Scranton, Pennsylvania Covenant Medical Center Waterloo, Iowa Year IV Detroit Medical Center Warren, Michigan Senior Independent Readings: In order to facilitate DVA – Eastern Colorado Health Care and complement the material learned during the Denver, Colorado fourth year of study, Senior Independent Readings DVA – Madison Madison, Wisconsin 53 DVA – Mountain Home/James H. Quillen years in duration. Johnson City, Tennessee All of the institutions affiliated with the College Yale/VA – Podiatric Residency Program of Podiatric Medicine and Surgery for fourth-year West Haven, Connecticut clinical rotations also conduct residency programs for St. Joseph Hospital/DVA – North Chicago postdoctoral study. Therefore, students should have a North Chicago, Illinois significant advantage in competing for residency pro- University of Utah/DVA – Salt Lake grams because of their extensive fourth-year clinical Salt Lake City, Utah experiences, frequently in the same setting in which DVA – South Arizona Healthcare System they will seek a residency. Tucson, Arizona Forest Park Hospital St. Louis, Missouri Research DVA – Phonix/Carl T. Hayden Medical Center Phoenix, Arizona Students can become involved in research proj- Regions Hospital ects with basic scientists or clinicians. This typically St. Paul, Minnesota includes major participation in the preparation of the Hennepin County Medical Center research protocol, preparation of grant applications Minneapolis, Minnesota and significant involvement in data collection and Multicare Foot and Ankle Clinic analysis. In some instances, the research has led to the Tacoma, Washington publication of papers in professional journals. DVA – Loma Linda/Jerry L. Pettis Memorial Hospital Loma Linda, California North Colorado/Diabetic Foot and Wound Center Academic Standards Denver, Colorado and Guidelines St. John North Shores Hospital Harrison Township, Michigan The College of Podiatric Medicine and Surgery be- Saint Joseph Regional Medical Center lieves that clear academic expectations and carefully South Bend, Indiana monitored performance will result in the graduation St. Vincent Charity Hospital of the highest quality podiatric physicians. Therefore, Cleveland, Ohio the College provides the means to carefully assess the Surgery Hospital of Oklahoma/CCF growth of each student and to promptly assist if any Oklahoma City, Oklahoma academic or personal difficulties arise. The primary University Hospital – UMDNJ tools for academic monitoring and assisting are the Newark, New Jersey Student Promotion and Evaluation Committee, the University of Florida and Shands Jacksonville faculty advisors and the Office of the University Aca- Medical Center demic Counselor. Jacksonville, Florida The Western Pennsylvania Hospital Registration Pittsburgh, Pennsylvania Notification of availability and location of regis- Womack/Eisenhower Army Medical Center tration forms will be made via the student portal. Fort Bragg, North Carolina (For more detailed information regarding University University of Texas Health Science Center registration policies and procedures, refer to the Student San Antonio, Texas Handbook.)

Religious Holidays The administration and faculty are sensitive to Residency the diverse religious affiliations of students. If an -ex amination or other University activity is scheduled on A podiatric resident is a licensed podiatric physician the same day as a religious holiday, the student should receiving advanced training in one or more aspects contact the appropriate faculty member to request of the profession in a hospital- or college-based other arrangements to complete the scheduled activity. program. Residency programs are from two to three

54 Promotion and Evaluation rotation may be repeated only once. The Student Promotion and Evaluation Commit- tee oversee the academic progress and personal Voluntary Withdrawal development of each student during the four years Application for voluntary withdrawal from the of training required for graduation. The Committee College must be submitted in writing to the Dean of comprises three clinical and three preclinical faculty the College of Podiatric Medicine and Surgery. The members. student must have exit interviews, beginning with The Committee evaluates the academic per- the Dean. The Dean may grant a leave of absence be- formance of each student. It views both scholastic cause of financial difficulties or because of personal, achievement and character development, including emotional or family problems. such factors as emotional stability, integrity, general conduct, reliability, judgment and rapport with pa- Graduation tients. When the Committee is satisfied that students Des Moines University awards the professional have met all requirements, it recommends to the degree of Doctor of Podiatric Medicine (D.P.M.) upon faculty that students be promoted or graduated. recommendation of the faculty. The Student Promo- Similarly, the Committee advises appropriate tion and Evaluation Committee reports annually to faculty and administration of any student experienc- the faculty the names of students who have met ing academic difficulty. The Committee also attempts requirements for this doctoral degree. To be gradu- to help the student overcome any non-academic ated, a student must: difficulties, such as emotional problems, family ad- 1. Have attained the age of 21 years. justments or legal or financial problems. Recommen- 2. Pass all prescribed courses, systems, rotations and dations for assisting students with personal problems examinations. are submitted to the Dean of the College of Podiatric 3. Maintain a grade average of at least 70 percent. Medicine and Surgery. 4. Be of good moral character and emotionally stable. 5. Show professional promise in the judgment of the Grading System faculty and receive the faculty’s recommendation Doctor of Podiatric Medicine Podiatric of Doctor The College measures academic performance for graduation. through a percentage grading system. A cumulative 6. Satisfactorily discharge all financial obligations to average of 70 percent in the didactic portion of the the University. curriculum must be maintained for advancement. 7. Pass Part I and complete Part II of the Podiatric Clinical grades of pass (P) or fail (F) are given. All National Board Examinations. courses and clinical rotations must be successfully 8. Attend graduation ceremony at which time degree passed for graduation. Details are found in the Stu- is conferred. dent Handbook. Licensure Financial Aid Eligibility Podiatric physicians are required to be licensed Students must show satisfactory academic prog- in the states in which they practice. Each state has ress to remain eligible for financial aid. For specific its own requirements for granting licensure and eligibility requirements, refer to the section of this its own licensing board. Generally, a license can be catalog titled “Tuition and Financial Aid.” obtained by a state board-administered examination, and/or by acceptance of the certificate issued Academic Regulations by the National Board of Podiatric Medical Examin- The Student Promotion and Evaluation Committee ers, or by reciprocity from another state. At least 39 may recommend that appropriate action be taken if states, including Iowa, now require completion of an a student continues performing unsatisfactory work. approved one-year postdoctoral residency or com- The final decision rests with the Dean of the College munity preceptorship to be eligible for licensure. The of Podiatric Medicine and Surgery. In accordance examination given by the National Board of Podiatric with the student evaluation mechanism, appropri- Medical Examiners is divided into two written parts. ate action may require that a student (1) repeat Part I is given at the end of the second year and Part specific courses, an entire year or part of a year; (2) II at the end of the fourth year. The College requires be suspended pending further investigation; or (3) students to take the National Board Examination. Cur- be dropped from the College. Any course, system or rently, 43 states, the federal government and three

55 Canadian provinces use results of the board examina- Student/Academic Services tion as part of their requirements for licensure.

Awards Books & Equipment The following awards are presented annually by Students may purchase books, instruments and the College of Podiatric Medicine and Surgery. These supplies at Matthews Bookstore, located on the first awards are made without application through the floor of the Student Education Center. A first-year stu- Scholarship, Honors and Awards Committee. dent should allot $2,500 for books and equipment.

• Graduate With Distinction – This award is the high- Food Services est recognition given by the College to a graduat- Summerfield’s Café, located on the ground floor of ing senior, and is granted on the basis of scholastic the Student Education Center, provides food service achievement, clinical aptitude and service, person- during breakfast and lunch hours. A coffee bar is ality and scientific and literary initiative. open extended hours for students’ convenience. Vending machines are located on the lower level of • College of Podiatric Medicine and Surgery the Academic Center, in Des Moines University Clinic, Leadership Award – This award is presented annu- on the ground floor of the Student Education Center ally to the graduate who has achieved academic and in the main level of Ryan Hall. excellence, and has demonstrated outstanding leadership ability, dedication and service to the Housing University, the community and the podiatric While on-campus housing is not available at DMU, profession. the Greater Des Moines area offers a variety of af- fordable housing options, many of which are within The College also presents these awards: walking distance of the campus. The University’s web site links students to housing opportunities. American Board of Podiatric Surgery, Michael L. Stone, D.P.M., Outstanding Professional Student Health Services Conduct Award Student Health Services, located in Des Moines Basic Science Award University Clinic, offers free basic health care to full- Clinical Proficiency Award time students enrolled in the osteopathic, podiatric, Clinical Science Award physical therapy, physician assistant, anatomy or Dwayne S. Rivard, D.P.M., Memorial Award of biomedical sciences programs. Immediate family Excellence in Surgery members are also eligible. Services include routine Iowa Podiatric Medical Student Association Award health care similar to a family practice setting. Allergy Research Award shots and a limited number of laboratory services are Service Award provided free of charge. Services provided in other Timothy Holbrook Memorial Award of Excellence departments of the Clinic will be billed at full charge. in Podiatric Orthopedics Student Health Services is open 8 a.m. – 5 p.m., Monday through Friday. Noon hours are reserved for In addition, basic science discipline awards are students’ urgent health care needs. presented to third-year students for academic excellence in, or outstanding contributions to, the various Educational Support Services disciplines. Student Counseling and Diversity Services are CPMS students in the top of the class are inducted located within the Division of Educational Support into Pi Delta, the scholastic honorary society for the Services. Students are encouraged to utilize these podiatric profession. services to help navigate the internal and external stressors of graduate school.

Student Counseling The University realizes that students may be faced with unpredictable challenges and pressures that may interfere with their academic, professional and

56 personal wellness. Students who are facing such that guide students during enrollment at DMU. New barriers are urged to seek the services of student students are introduced to the policies and proce- counseling. The dedicated staff members in the dures contained in the Handbook at Orientation. Student Counseling Office are professionally trained and licensed to educate students on intervention Transcripts and Confidentiality strategies when confronted with relationship difficul- A written request and payment of the appropri- ties, depression, anxiety, substance abuse, limited ate fee by the student is required for each transcript. test-taking and study skills and other emotional Written consent of the student is required for dis- and/or academic difficulties. There is no limit on closure of other personally identifiable information number of sessions and insurance is not needed. All from the education records of the student, other services provided by student counseling are free and than directory information, except for disclosure of confidential. such other records to (1) University officials, including faculty, who have education interests; (2) officials of Diversity Services another school or school system in which the student The University is committed to fostering a Univer- seeks or intends to enroll; (3) certain authorized rep- sity community and campus climate that values and resentatives of state and federal agencies; (4) persons actively supports inclusiveness and diversity. This and/or organizations designated by the University division of Educational Support Services promotes to perform specified management or administrative programming designed to increase understanding tasks; and (5) lenders or lending agencies to whom a and appreciation of diverse cultures, attempting to student has applied for financial aid, as may be neces- reduce prejudice, educate and promote social justice. sary for such purposes. Directors of medical educa- This office also helps students to maneuver and tion requiring information for residency recommen- interpret policies and regulations regarding visas, dations must submit a written request to the Dean of insurance and other immigration-related documents. the College of Podiatric Medicine and Surgery. The University will, on request, provide to any Child Care student the content of his or her education records Doctor of Podiatric Medicine Podiatric of Doctor Dependent children of students and employees to ensure that the information accurate and is not receive priority consideration for openings as they misleading or otherwise in violation of the privacy become available at Children’s Garden childcare cen- or other rights of the student. Transcripts will not ter. The center is located at Wesley Acres Retirement be issued to, or on behalf of, any student or gradu- Community adjacent to the DMU campus. Students ate who has delinquent financial obligations to the interested in this service should contact the Office University. It is the policy of the University to comply of Student Services. The University web site also fully with the rules, regulations and intent of Section provides a link to other online resources for those 438 of the Family Educational Rights and Privacy Act seeking childcare. of 1974, otherwise known as the Buckley Amendment (see below). Faculty Advisor Notification of Rights: Family Educational Rights All students are assigned a faculty advisor who and Privacy Act (FERPA) FERPA affords students cer- provides assistance, advice and counsel as needed, tain rights with respect to their education records. and who serves as a liaison between the student and They are: the academic and administrative communities. Based 1) The right to inspect and review the student’s edu- upon students’ needs and requests, faculty advisors cation records within 45 days of the day the Univer- are available to monitor academic achievement and sity receives a request for access. Students should provide guidance and assistance in meeting academ- submit to a University official a written request ic requirements, serve as mentors to students, assist that identifies the record(s) they wish to inspect. If students with study and coping skills and inform the records are not maintained by that official, he appropriate departments of student concerns. or she will advise the student of the correct official to whom the request should be addressed. The Student Handbook appropriate University official will make arrange- The Student Handbook is available online and sup- ments for access and notify the student of the time plements the information in this catalog, providing and place where the records may be inspected. information on the policies, procedures and services 2) The right to request the amendment of the stu-

57 dent’s education records that the student believes are inaccurate or misleading. Students may ask the University to amend a record that they believe is inaccurate or misleading. They should write the University official responsible for the record, clearly identify the part of the record they want changed and specify why it is inaccurate or misleading. If the University decides not to amend the record as requested by the student, the University will notify the student of the decision and advise the student of his or her right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the student when notified of the right to a hearing. 3) The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent the FERPA authorizes disclosure without consent. One exception that permits disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the University in an administrative, supervisory, academic or research or support staff position (including law enforcement and health staff); a person or company with whom the Univer- sity has contracted (such as an attorney, auditor or collection agent); a person serving on the griev- ance committee or assisting another school official in performing his/her duties. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his/her professional responsibility. The second exception that permits disclosure without consent is “directory information.” Data considered by DMU to be directory information is listed on the “Release of Student Educational & Directory Information” form, which can be requested at the Office of the Registrar. 4) The right to file a complaint with the U.S. Depart- ment 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.

58 College of Health Sciences

he College of Health Sciences has been Student/Academic Services a dynamic part of Des Moines University T since its inception in 1981. Continuing to Microscope & Equipment respond to the changing landscape of medicine Laboratory-quality microscopes are provided as has allowed the college to add programs that available for appropriate purposes. Certain medical meet the needs of the students, the health diagnostic equipment must be provided by each care system, and its patients. The College of- student, depending on the program. Equipment fers five degrees: Doctor of Physical Therapy requirements are clearly stated on each course syl- (D.P.T.), Postprofessional Doctor of Physical labus. Therapy (D.P.T.), Master of Science in Physician Assistant Studies (M.S.), Master of Health Care Food Services Administration (M.H.A.) and Master of Public Summerfield’s Café, located on the ground floor of Health (M.P.H.) the Student Education Center, provides food service The programs are designed for students during breakfast and lunch hours. A coffee bar is who want to make the most out of their educa- open extended hours for students’ convenience. tion. Classes and labs give students practi- Vending machines are located on the lower level of cal, hands-on learning experiences that they the Academic Center, in Des Moines University Clinic, can put to use right away. By being part of a on the ground floor of the Student Education Center medical and health professions university, the and in the main level of Ryan Hall. College of Health Sciences benefits from giving students access to a wide range of future Housing health care providers. That interaction better While on-campus housing is not available at DMU, prepares them for practice or work in today’s the Greater Des Moines area offers a variety of af- health care environment. fordable housing options, many of which are within The College offers a wide variety of online walking distance of the campus. The University’s web and classroom options to fit today’s working site links students to housing opportunities. professional. Many of the programs are available entirely online, or through a combination Student Health Services of face-to-face and online instruction. This Student Health Services, located in Des Moines flexibility allows students to earn a graduate University Clinic, offers free basic health care to full- degree while remaining employed. time students enrolled in the osteopathic, podiatric, physical therapy, physician assistant, anatomy or biomedical sciences programs. Immediate family Mission members are also eligible. Services include routine To advance the health and well-being of society health care similar to a family practice setting. Allergy through the development of exemplary health shots and a limited number of laboratory services are care professionals in a learning-centered envi- provided free of charge. Services provided in other ronment. departments of the Clinic will be billed at full charge. Student Health Services is open 8 a.m. – 5 p.m., Core Values Monday through Friday. Noon hours are reserved for • Health promotion students’ urgent health care needs. • Life-long learning • The transfer of evidence-based research Educational Support Services into practice Student Counseling and Diversity Services are located within the Division of Educational Support

59 Services. Students are encouraged to utilize these ic requirements, serve as mentors to students, assist services to help navigate the internal and external students with study and coping skills and inform stressors of graduate school. appropriate departments of student concerns.

Student Counseling Student Handbook The University realizes that students may be faced The Student Handbook is available online and sup- with unpredictable challenges and pressures that plements the information in this catalog, providing may interfere with their academic, professional and information on the policies, procedures and services personal wellness. Students who are facing such that guide students during enrollment at DMU. New barriers are urged to seek the services of student students are introduced to the policies and proce- counseling. The dedicated staff members in the dures contained in the Handbook at Orientation. Student Counseling Office are professionally trained and licensed to educate students on intervention Transcripts and Confidentiality strategies when confronted with relationship difficul- A written request and payment of the appropri- ties, depression, anxiety, substance abuse, limited ate fee by the student is required for each transcript. test-taking and study skills and other emotional Written consent of the student is required for dis- and/or academic difficulties. There is no limit on closure of other personally identifiable information number of sessions and insurance is not needed. All from the education records of the student, other services provided by student counseling are free and than directory information, except for disclosure of confidential. such other records to (1) University officials, including faculty, who have education interests; (2) officials of Diversity Services another school or school system in which the student The University is committed to fostering a Univer- seeks or intends to enroll; (3) certain authorized rep- sity community and campus climate that values and resentatives of state and federal agencies; (4) persons actively supports inclusiveness and diversity. This and/or organizations designated by the University division of Educational Support Services promotes to perform specified management or administrative programming designed to increase understanding tasks; and (5) lenders or lending agencies to whom a and appreciation of diverse cultures, attempting to student has applied for financial aid, as may be neces- reduce prejudice, educate and promote social justice. sary for such purposes. This office also helps students to maneuver and The University will, on request, provide to any interpret policies and regulations regarding visas, student the content of his or her education records insurance and other immigration-related documents. to ensure that the information is accurate and is not misleading or otherwise in violation of the privacy Child Care or other rights of the student. Transcripts will not Dependent children of students and employees be issued to, or on behalf of, any student or gradu- receive priority consideration for openings as they ate who has delinquent financial obligations to the become available at Children’s Garden childcare cen- University. It is the policy of the University to comply ter. The center is located at Wesley Acres Retirement fully with the rules, regulations and intent of Section Community adjacent to the DMU campus. Students 438 of the Family Educational Rights and Privacy Act interested in this service should contact the Office of 1974, otherwise known as the Buckley Amendment of Student Services. The University web site also (see below). provides a link to other online resources for those Notification of Rights: Family Educational Rights seeking childcare. and Privacy Act (FERPA) FERPA affords students certain rights with respect to their education records. Faculty Advisor They are: All students are assigned a faculty advisor who 1) The right to inspect and review the student’s edu- provides assistance, advice and counsel as needed, cation records within 45 days of the day the Univer- and who serves as a liaison between the student and sity receives a request for access. Students should the academic and administrative communities. Based submit to a University official a written request upon students’ needs and requests, faculty advisors that identifies the record(s) they wish to inspect. If are available to monitor academic achievement and the records are not maintained by that official, he provide guidance and assistance in meeting academ- or she will advise the student of the correct official

60 to whom the request should be addressed. The appropriate University official will make arrangements for access and notify the student of the time and place where the records may be inspected. 2) The right to request the amendment of the stu- Master of Science in dent’s education records that the student believes Physician Assistant Studies are inaccurate or misleading. Students may ask the University to amend a record that they believe is physician assistant (PA) is a health care inaccurate or misleading. They should write the professional who practices medicine University official responsible for the record, clearly with the supervision of a physician. In identify the part of the record they want changed A 1971, Iowa became one of the first states to and specify why it is inaccurate or misleading. If enact enabling legislation for physician as- the University decides not to amend the record as sistants. Acting on recommendations from the requested by the student, the University will notify Iowa Medical Society Committee on Physician the student of the decision and advise the student Assistants, the 64th Iowa General Assembly of his or her right to a hearing regarding the approved the Physician Assistant Practice Act, request for amendment. Additional information re- Iowa Code 148c, which was signed into law in garding the hearing procedures will be provided to May 1971. This law permits PAs to render medi- the student when notified of the right to a hearing. cal services with the supervision of a licensed 3) The right to consent to disclosures of personally physician and according to regulation by the identifiable information contained in the student’s Board of Physician Assistant Examiners. education records, except to the extent that the The first PAs were practicing in Iowa in late FERPA authorizes disclosure without consent. One 1972. Today there are approximately 700 PAs exception that permits disclosure without consent distributed throughout the state. State legis- is disclosure to school officials with legitimate lation allowing PAs to prescribe medications educational interests. A school official is a person was passed in 1992 and further legislation, in employed by the University in an administrative, 2006, allows PAs in Iowa to prescribe Schedule supervisory, academic or research or support staff II stimulants. position (including law enforcement and health staff); a person or company with whom the Univer- Mission sity has contracted (such as an attorney, auditor or The Physician Assistant Program is committed collection agent); a person serving on the griev- to the development of highly competent and ance committee or assisting another school official compassionate health care providers through in performing his/her duties. A school official has a an intensive didactic and hands-on clinical legitimate educational interest if the official needs education. Their unique working relationship Studies Assistant Physician M.S. in to review an education record in order to fulfill with physicians and the health care team offers his/her professional responsibility. The second a more efficient and effective health care deliv- exception that permits disclosure without consent ery system. Key to this foundational philosophy is “directory information.” Data considered by DMU is the premise that physician assistants are to be directory information is listed on the “Release dedicated to four core values: of Student Educational & Directory Information” • Prevention of disease form, which can be requested at the Office of the • Maintenance of health Registrar. • Patient education 4) The right to file a complaint with the U.S. Depart- • Treatment of disease ment of Education concerning alleged failures by DMU to comply with requirements of FERPA. Philosophy Address: Family Policy Compliance Office, U.S. Des Moines University believes there is a need and Department of Education, 600 Independence Ave. a place on the primary health care team for interme- SW, Washington, D.C. 20202-4605. diate-level care providers. The utilization of physician assistants for more than 35 years has demonstrated that PAs provide quality, cost-effective medical care to patients. Through the availability of PAs, physicians

61 have been able to concentrate on patients with more Accreditation complex medical problems. The Physician Assistant Program is approved by the Iowa Board of Medical Examiners and is accred- Objectives ited by the Accreditation Review Commission on The program provides students with the skills Education for the Physician Assistant (ARC–PA). necessary to function effectively as health care providers. Program emphasis is on preventive health National Certification care, whereby students are educated to consider the Students who satisfactorily complete the require- major problems of the patient and recognize the ef- ments for graduation from the Physician Assistant fects of those problems on other systems. Program of the College of Health Sciences are eligible The program prepares students to: to take the Physician Assistant National Certifying Ex- • Obtain thorough medical histories amination (PANCE) given by the National Commission • Perform comprehensive physical examinations on Certification of Physician Assistants. Those earning • Order and evaluate laboratory tests a passing score on this examination are granted certi- • Formulate diagnoses fication, which is one of the requirements to practice • Recommend, prescribe and perform routine as a physician assistant in most states. Certification is therapeutic procedures indicated by the designation PA–C behind a physi- • Assist in a hospital setting cian assistant’s name. • Assist in the delivery of services in outpatient settings • Participate in the evaluation and treatment Admission Process of patients in life-threatening situations • Instruct and counsel patients in matters The Physician Assistant Program is pledged to the related to their physical and mental health admission and matriculation of qualified students • Become a member of the community and acknowledges awareness of laws which prohibit health care team discrimination against anyone on the basis of race, color, religion, gender, national origin, ancestry, Education Program sexual orientation, age, disability, marital status, The curriculum is designed to meet the needs citizenship or any other characteristic protected of students who will be working with physicians in by law. Regarding disabled individuals, the Physi- primary care and medical specialties. The 25-month, cian Assistant Program will not discriminate against interdisciplinary education program emphasizes such individuals who are otherwise qualified, but the interrelationships of various functions and sys- will expect applicants and students to meet certain tems of the body, and makes students aware of the minimal technical standards as set forth herein. In unique social, psychological and medical needs of adopting these standards, the Program must keep in each patient. mind the ultimate safety of the patients its graduates During the didactic phase, students complete will eventually care for. The standards reflect reason- courses in the clinical and basic sciences. This experi- able expectations of physician assistant students in ence is followed by clinical rotations in various prima- performing common functions. ry care and specialty settings. During the final month of instruction, students return to campus to conclude Minimal Technical Standards for instruction and present their master’s projects. The Admission and Matriculation various curricular experiences are complementary so The holder of a PA certificate must have the that students can clearly see the correlation between knowledge and skills to function in a broad variety theory and practice. of clinical situations and to render a wide spectrum of patient care. In order to carry out the activities Degree described below, candidates for the Physician As- All students who complete the program are sistant Program must be able to consistently, quickly awarded a Master of Science in Physician Assistant and accurately integrate all information received, and Studies degree and a certificate of completion of an must have the ability to learn, integrate, analyze and accredited Physician Assistant program. synthesize data. A candidate for the Physician Assistant Program

62 must have the abilities and skills of eight variet- with sufficient lower extremity and body strength. ies, including: observation; communication; motor; Such strength and mobility are needed to assist in sensory; strength and mobility; visual integration; surgery, emergency situations and activities associ- intellectual, conceptual, integrative and quantitative; ated with daily practice as a physician assistant. and behavioral and social. Technological compensa- 6. Visual Integration: Consistent with the ability tion can be made for handicaps in some of these to assess asymmetry, range of motion and tissue areas, but a candidate must be able to perform in a texture changes, it is necessary for candidates and reasonably independent manner. students to have adequate visual capabilities for proper evaluation and treatment integration. Technical Standards 7. Intellectual, Conceptual, Integrative and Quan- 1. Observation: Candidates and students must have titative Abilities: Candidates and students must sufficient vision to be able to observe demonstra- be able to concentrate, analyze and interpret data tions, experiments and laboratory exercises held and make decisions within areas in which there is a throughout the program. They must be able to reasonable amount of visual and auditory distrac- observe a patient accurately at a distance and close tion. They must also perform these functions in a at hand. timely manner and under a reasonable amount of 2. Communication: Candidates and students should stress since physician assistants are expected to be able to speak, hear and observe in order to elicit be able to perform such duties in diverse clinical information, examine patients, describe changes in settings where others may be present and where mood, activity and posture and perceive nonver- there is a certain degree of noise. Candidates and bal communication. They must be able to com- students must be able to accurately write prescrip- municate effectively and sensitively with patients. tions, accurately perform basic mathematical func- Communication includes not only speech but also tions, and accurately and quickly read charts with reading and writing. They must also be able to minimal error in areas where there may be distrac- communicate effectively and efficiently in oral and tions. The practice of medicine demands the ability written form with all members of the health care to integrate and process information promptly team. and accurately in a time-sensitive environment. 3. Motor: Candidates and students should have Candidates must be able to draw on their store sufficient motor function to execute movements of knowledge in emergency situations and under reasonably required to provide general care and time limitations. emergency treatment to patients. Examples of 8. Behavioral and Social Attributes: Candidates emergency treatment reasonably required of and students must possess the emotional health physician assistants are cardiopulmonary resuscita- required for full utilization of their intellectual abili- tion, administration of intravenous medication, the ties, the exercise of good judgment, the prompt

application of pressure to stop bleeding, the open- completion of all responsibilities attendant to the Studies Assistant Physician M.S. in ing of obstructed airways, the suturing of simple diagnosis and care of patients and the develop- wounds and the performance of simple obstetrical ment of mature, sensitive and effective relation- maneuvers. Such actions require coordination of ships with patients. Candidates and students must both gross and fine muscular movements, equilib- be able to tolerate physically taxing workloads, rium and functional use of the senses of touch and adapt to changing environments, display flexibility vision. and learn to function in the face of uncertainties 4. Sensory: Since physician assistant candidates and inherent in the clinical problems of many patients. students need enhanced ability in their sensory Compassion, integrity, concern for others, interper- skills, it would be necessary to thoroughly evalu- sonal skills, interest and motivation are all personal ate for candidacy individuals who are otherwise qualities that will be assessed during the admis- qualified but who have significant tactile, sensory sions and educational processes. or proprioceptive disabilities. This would include individuals with significant previous burns, sensory The Physician Assistant Program will attempt motor deficits, cicatrix formation and many malfor- to develop creative ways of opening the program mations of the upper extremities. curriculum to competitive, qualified disabled indi- 5. Strength and Mobility: Performing as a physician viduals. In doing so, however, the program must assistant student often requires upright posture maintain the integrity of its curriculum and preserve

63 those elements deemed essential to educating vited for on-campus interviews, which are held each physician assistants. year from August through February. Because of our policy of rolling admissions, it is to your advantage to apply as early as possible. Admission Requirements Concerning application and admission: The number of applicants to the program far exceeds the Candidates for admission to the Physician Assis- number of seats available. Successful candidates typi- tant Program must meet the following requirements: cally have grade point averages and patient contact experience that significantly exceed the minimum Undergraduate Preparation requirements for application. Applicants must have a bachelor’s degree and a Meeting minimum requirements does not guaran- minimum cumulative grade point average of 2.8 on a tee an interview or admission. 4.0 scale. All courses must be completed at regionally accredited institutions within the United States, or Misrepresentation foreign equivalents, and must include: Misrepresentation in, or omission from, admissions • Biology – 16 semester hours. A semester each of credentials, particularly concerning previous felony human anatomy, physiology, microbiology and or misdemeanor convictions, will constitute improper genetics. Exercise science and physical education behavior under the Student Evaluation Mechanism courses do not count toward biology prerequisites. provisions of the Student Handbook. • Chemistry – 16 semester hours. A semester each of inorganic chemistry, organic chemistry and Multiple Applications biochemistry. Concerning students applying to the University • English – 6 semester hours. A semester each of for the first time: First-time entering students may English composition and speech. apply to only one clinical program at a time. Multiple • Psychology – 9 semester hours. Must include a applications to clinical programs will not be accepted course in abnormal psychology. or processed. • Additional course work – Other academic require- Concerning currently enrolled students: Enrolled ments include a semester each of biostatistics or students in the final year of their respective programs statistics and medical terminology. who anticipate completion of a DMU degree may • Graduate Record Examination – Graduate Record apply for admission to another University program. Examination (GRE) scores must be submitted to If accepted, students must complete the full curricu- complete your application. lum. Other students not completing a DMU program • Practical Experience – Applicants must have who wish to transfer must withdraw from the Univer- completed a minimum of 750 clock hours of direct sity and apply for admission through the appropriate patient-care experience in health care. Experiences application process. Students enrolled in the PA Pro- may be combined, but must involve hands-on care gram may be eligible for dual-enrollment leading to a of patients. Job shadowing of a physician assistant Master of Health Care Administration (M.H.A.) degree is required for at least a portion of the health care or a Master of Public Health (M.P.H.) degree. Students experience. interested in this option should contact the Office of Enrollment Management for additional information.

Application Admission Procedures Applications for admission are processed by the Central Application Services for Physician Assistants Direct any correspondence or inquiries concerning (CASPA), and must be submitted by December 1 of admission to: the year prior to anticipated matriculation. Applica- PA Admission tions are completed online at www.caspaonline.org. Des Moines University 3200 Grand Avenue Interview Des Moines, Iowa 50312-4198 Interviews are required for admission to the PA (515) 271-7854 or 1-800-240-2767, ext. 7854 Program. The most competitive applicants will be in- www.dmu.edu/pa Email: [email protected] 64 Procedures for Accepted Students ships are required of all physician assistant students. • After the interview, applicants will be notified of the Generally, this sequence will be followed, although decision of the Admissions Committee. Accepted the faculty reserve the right to make modifications in applicants will be required to respond with a $250 title, content, and order or length of teaching time. seat deposit confirming acceptance of the admis- PA students take courses and follow rotations unique sion offer. This deposit will be applied toward to the program. Faculty are drawn from each of the tuition at the time of registration. University’s colleges. • Students must have a physical examination and complete an immunization report before registra- Orientation Skills: This noncredit event will provide tion. Students admitted shortly before classes begin survival skills necessary to succeed as a student in a will have four weeks to complete this requirement. rigorous, professional program. Students will have a A complete listing of required immunizations is chance to meet and talk with many university admin- supplied to students before orientation. istrative and faculty personnel, as well as education • Students must have medical insurance cover- specialists who will discuss organizational and study age that provides comprehensive major medical skills. Expectations based on the student handbook benefits. Students must present proof of coverage regarding general policies, exam procedures and at registration. Information is supplied to students grades, promotion, professional, behavior, etc. will before orientation. be discussed. In addition, a tour of the University’s • Students must complete a criminal background campus and its many positive attributes will be con- check through Verified Credentials. Results must be ducted along with an introduction to the library and released to DMU prior to matriculation. The cost of computer applications that will be used throughout this process will be paid by the applicant. the curriculum.

Admission into the program may be revoked if Clinically-Oriented Anatomy: An integrated ana- mesrepresentations or omissions from the applica- tomical approach to the study of human body struc- tion are noted in the Verified Credientials report. ture. Lectures systematically take the student from Acceptance fees and tuition are partly refund- the microscopic level through the formation of organ able in accordance with the schedules published in systems, with emphasis on the interdependence this catalog. Refer to the section titled “Tuition and of these systems. Functional concepts and internal Financial Aid.” No other refund schedule will apply. structure are related to surface anatomy as a basis for The Board of Trustees of the University reserves the performing a physical examination. Portions of this right to change tuition and fees at any time. course will incorporate “living anatomy,” i.e., normal All questions on admission procedures should be living structure and function. Also included in this directed to the PA Program admissions coordinator. course is anatomic radiography, which emphasizes

normal radiological structures and prepares students Studies Assistant Physician M.S. in for later clinical lectures that emphasize abnormal Curriculum Overview radiographs during the Clinical Preventive Laboratory Medicine series. The Physician Assistant Program is 25 months in length. The first year is devoted to classroom and Physiology/Pathophysiology: This is a clinically laboratory instruction. The second year is devoted to oriented course that will provide instruction on the clinical experience with the final month allowing for overall physiology of the human body as well as final examinations, presentation of master’s projects show how those processes break down or malfunc- and curriculum finalization. The academic calendar tion in times of infection, disease, trauma and aging. includes no extended vacation periods, but does pro- Students will be able to use this information to more vide short breaks in the fall, winter and spring of the effectively diagnose and treat their patients, as well first year and three weeks during the second year. as provide students with information that they may use to educate their patients regarding the disease process. Year I – Course Descriptions FLEX-Care Communication Training: Early and The following courses and clinical preceptor- throughout the program students will receive an

65 introduction to Carl Jung’s psychological type theory pathophysiology, pertinent preventive medicine ini- to help them understand themselves better, under- tiatives and nutritional concerns, pertinent laboratory stand how others are naturally different from them, medicine perspectives, and radiographical con- and they will learn how to use this theory to enrich cerns. The Clinical Preventive Laboratory Medicine their education experience and medical practice. This courses provide an integrated approach to several training includes an opportunity for them to com- subdivisions that divide the course content by clini- plete the Myers-Briggs Type Indicator (MBTI). cal specialty or system. CPLM 1 includes EKG/Heart sounds, women’s health, ophthalmology, pediatrics, Immunology/Microbiology: This course is an and dermatology. CPLM 2 includes gastroenterology, overview of the major areas of medical microbiol- psychiatry, endocrinology, and cardiology/hematolo- ogy – immunology, bacteriology, virology, mycology gy. CPLM 3 includes otorhinolaryngology, respiratory and parasitology. The major goal of the course is to medicine, neurology, and renal medicine and CPLM enable the student to develop an appreciation and 4 includes rheumatology/orthopedics, emergency understanding of the methods whereby infectious medicine, and geriatrics. agents cause disease. The emphasis will be on etiology, epidemiology, pathogenesis, clinical manifesta- Physical Diagnosis: The physician assistant has tions and diagnosis of the representative diseases gained a national reputation for performing a high- as well as basic principles and clinical relevance of quality history and physical examination. This course immune mechanisms. The Clinical Preventive Labo- is designed to provide the student with a systematic ratory Medicine courses that follow will integrate and clinical reasoning approach to efficiently gather segments that focus on infectious diseases from the historical and physical findings. Once accomplished, organ/system perspective rather than from the per- this information can then be used to determine a spective of the infectious disease agents. Following diagnosis and differential diagnosis, and formulate a mastery of this information, the student will be able treatment plan. In the event that a diagnosis cannot to expand his/her knowledge of other diseases. be ascertained, information already gathered may be used as a basis for further testing or proper referral to Pharmacology: This course focuses on the funda- a specialized health care provider. Presentation of the mentals of rational drug therapy. The major catego- course is by lecture and coordinated lab sessions to ries of pharmaceuticals are presented, e.g., antimi- enhance the student’s learning. Students may also be crobial, antihypertensives, cardiac antiarrhythmics, given the opportunity to participate in assigned clini- anticoagulants, cancer chemotherapeutic agents and cal experiences with practicing physician assistants psychotropic drugs. Within each category the indica- or physicians that employ physician assistants. Exami- tions, contraindications, toxicity and interactions are nations throughout the course are used as a teach- covered. As a part of general pharmacology, there ing/learning tool that not only measures knowledge, will be clinical pharmacology lectures/labs on adult but also serves to further educate. The students are and pediatric prescription writing, prescription tips also provided with a self-study refresher of medical and pearls from a pharmacist and drug safety and terminology. regulation concerns to better prepare our students for the clinical pharmacology portion of the Clinical Medical Genetics/Embryology: This course is a basic Preventive Laboratory Medicine courses as well as introduction to the complexity of genetics and the other areas in the curriculum. role of genetic variation in health and disease. With the major advances in genetics in the past 10 years, Clinical Preventive Laboratory Medicine 1, 2, 3 we can now not only diagnosis hereditary disorders and 4 (CPLM 1, 2, 3 and 4): The Clinical Preventive but recognize them before they manifest themselves Laboratory Medicine courses build upon the basic in human disease. Topics in Genomics will also be and clinical sciences already offered to present the presented. In addition, topics in embryology will be disease processes of body systems in terms of etiol- interwoven throughout the course for to study hu- ogy, historical data, clinical signs and symptoms, man genetics without seeing its impact on the embry- diagnosis, current treatment to include medications ology of the human being would be like an orchestra and lifestyle changes of common disease processes playing Mozart without having the sheet music. and the interrelationship of body systems in the makeup of the whole patient, as well as prognosis. Introduction to Ethics: Ethical concerns are taking Major emphasis is on etiology of disease, pathology, a larger role in the world of modern medicine. Im- 66 portant topics such as informed consent, end of life Life Support (BLS) and Advanced Cardiac Life Support and quality of life issues will be explored. The general (ACLS) prior to beginning the clinical rotational year. ethical conduct of the physician assistant in the clini- In addition, instruction in Basic Surgical Skills, such as cal setting will be discussed and general guidelines basic aseptic technique and suturing; and casting and of conduct and ethical practice will be presented. splinting techniques will be provided. Lecture instruction with small group discussion of common ethical concerns. Introduction to the Healthcare Delivery Systems: Today’s health care practitioners are faced with a Clinical Patient Assessment: This course builds complicated and confusing system of delivery and upon the concepts learned during the physical management of care. This course will introduce diagnosis course. Students take the concepts of students to many issues that they will face on a daily history and physical exam and critical thinking and basis in the delivery of health care. Various issues of apply them to case studies as well as DMU’s Stan- concern will be covered, such as Medicare and Medic- dardized Performance Assessment Lab (SPAL). The aid reimbursement, access to care and managed care. SPAL includes interactions with live patients trained to act out a particular disease or condition. Students PA Professional Issues: This course provides in this setting, under the observation of a clinician information regarding the role of the physician as- proctor, are required to perform a thorough history sistant in today’s medical environment as well as a and physical exam, order lab work and/or X-rays or historical perspective. Legal and legislative issues are procedures, if applicable, determine a diagnosis and discussed, including licensing, credentialing, billing, a differential diagnosis and formulate a treatment coding and national certification. plan. If necessary, they may also be required to write a prescription. They will also be expected to discuss Graduate Project: The Physician Assistant Graduate the treatment plan with the patient, which may in- Project is designed to provide the physician assistant clude explaining diagnostic tests, treatment modali- student with the opportunity to gather further infor- ties, patient education and follow-up. This is all done mation on a selected medical topic. Using skills and while students are being videotaped. Immediately information gained through the didactic phase of after the patient interaction session is completed, a the physician assistant curriculum, especially topics clinician sits down with each student and critiques included in MSPA 1395, Research and Epidemiologi- the session. Students are then required to write a cal Principles, students define a topic and research SOAP note, and a PA faculty member critiques this as method that will be used to complete the project. well. The videotape may be used for further review The project and course will conclude with a properly and analysis. written work using formatting and style standards set by the American Psychological Association (APA).

Research and Epidemiological Principles: They will also be responsible for an oral presentation Studies Assistant Physician M.S. in Understanding the epidemiology of disease is one of the project to the PA faculty, students, and Univer- of the basic pillars of clinical reasoning, physical sity community. Key lectures will be presented prior examination and developing a diagnosis. In addition to the rotation year. to understanding epidemiology, the practicing clinician must read and stay attuned to the most recent innovations in medicine. This involves research and the ability to critically review and understand the Year II – Description of literature and use that information to improve the de- Clinical Preceptorships livery of health care. Research design, biostatistics, as well as a social and behavioral approaches to health Family Practice: Twelve weeks of clinical experience will be explored. This course will help prepare the in family practice medicine. Concepts and techniques student for the master’s research project conducted studied in the preclinical year are applied. Emphasiz- during the second year of the program. es development of the knowledge and skills needed to assess and manage common medical problems Clinical Skills: Mastery of the essential hands-on under physician supervision. clinical skills of daily practice is required to provide competent care in today’s busy practice setting. This Adult Primary Care: Twelve weeks with emphasis course will ensure the student is proficient in Basic on evaluation of common medical problems in adult 67 primary care, the role of the hospital in the delivery academic standards and guidelines. Consult this of integrated primary care services and the specific handbook for policies regarding promotions, aca- needs of rural communities and women. demic difficulties, dismissals, leaves of absence and withdrawals. Surgery: Four weeks of evaluation and management of common surgical problems, including preopera- Registration tive workup, first assist in surgery and postoperative Notification of availability and location of registra- follow-up. tion forms will be made via the student portal. (For more detailed information regarding University regis- Emergency Medicine: Four weeks covering initial tration policies and procedures, refer to the Student assessment and stabilization of patients in the emer- Handbook.) gency setting. Includes suturing, casting and serving as a member of the emergency response team. Religious Holidays The administration and faculty are sensitive to Psychiatry: Four weeks focusing on the evaluation, the diverse religious affiliations of students. If an intervention and management of the psychiatric examination or other University activity is scheduled patient. on the same day as a religious holiday, the student should contact the appropriate faculty member to Elective: Twelve weeks of electives, which may request other arrangements to complete the sched- include cardiovascular surgery, infectious disease, uled activity. tropical medicine and many other areas of special- ization. Experiences will be provided in geriatrics, Incomplete Grades pediatrics and women’s health. When a student is unable to complete a course during the time allowed, an incomplete grade can be Students can expect to be assigned to clinical pre- arranged. The incomplete grade is not a final grade, ceptorships outside the Des Moines area, including and will be replaced at a later time with the actual out-of-state sites. Costs for housing and transporta- grade earned. tion associated with these preceptorships are the To receive an incomplete grade, the student must responsibility of the student. However, some clinical contact the instructor. Assignment of an incomplete sites have no-cost or low-cost housing available as grade must be agreed upon by the instructor, and a well as meals provided by the hospital. All clinical completion-date deadline must be determined. If the rotations are conducted under the supervision of incomplete grade is not remedied by that time, the physician and/or physician assistant supervisors. grade will be changed to an “F.”

NOTE: The College of Health Sciences offers an educa- Grading System tion program for physician assistants embracing the To achieve uniformity, the following procedures most current and complete information and teaching are followed: techniques. The College reserves the right to modify the 1. Before a grade is sent by the Dean to the Registrar, curriculum in response to faculty initiatives, develop- it will be approved by the responsible faculty. ments in the state of the teaching arts, research findings 2. Letter grades and point values: and recommendations from the Board of Trustees, the 93-100% A 4.0 Advisory Board to the Physician Assistant Program and/ 90-92 A– 3.7 or the Commission on Accreditation of Allied Health Edu- 87-89 B+ 3.3 cational Programs, the Iowa Board of Physician Assistant 83-86 B 3.0 Examiners and the Iowa Board of Medical Examiners. 80-82 B– 2.7 77-79 C+ 2.3 70-76 C 2.0 Academic Standards Below 70 F 0.0 and Guidelines 3. Clinical preceptorships are graded on a pass/fail basis. Subjective evaluations are submitted by clinical The College has developed a detailed Student supervisors. Written comprehensive examinations Handbook available to each student at registration. are administered at the end of the second year. The handbook contains complete information on 68 Financial Aid Eligibility functioning professionals who are capable Students must show satisfactory academic prog- and driven to invoke changes in public health ress to remain eligible for financial aid. For specific promotion and disease prevention. eligibility requirements, refer to the section of this catalog titled “Tuition and Financial Aid.” Values 1. Education: We value a high quality educational ex- Graduation perience where practiced professionals share their To be eligible for graduation, a student must: experiences, beliefs and process of development 1. Pass all prescribed courses, systems, rotations and guiding students through curriculum and public examinations, with a minimum cumulative average health understanding. of 80%. 2. Students: We value the diverse personal and 2. Be of good moral character and emotionally stable. professional life experiences of each student; their 3. Show professional promise in the judgment of the willingness and desire to engage in the program faculty, and receive the faculty’s recommendation with fellow students and peer professionals; and for graduation. how their involvement shapes the delivery of the 4. Satisfactorily discharge all financial obligations to curriculum for a unique and evolving classroom the University. experience. 5. Attend graduation ceremonies, at which time 3. Evidence-based practice: We value enhancing the the degree is conferred. Students graduating at curriculum through an active partnership between midterm may be granted an exception to this students, faculty and the community in identifying requirement. authentic public health issues where students are involved in assessing and solving problems for the promotion of public health practice. 4. Community: We value a connectedness with community organizations and groups in efforts to promote student learning and professional growth with emphasis on Iowa’s vulnerable population Master of Public Health needs, including rural and geriatric health.

he master of public health program was designed to support professionals work- Educational GoalS Ting in public health who want to further and Objectives their education while remaining employed. Students will develop professional competen- Educational Goal cies by enhancing their knowledge, skills and To deliver core public health competencies Health Public of Master understanding of public health issues. Courses through a stimulating educational experience using provide an opportunity for health profession- practiced professionals, practitioner scholars and fac- als and health profession students to further ulty to meet the needs of a highly motivated student develop their skills to lead community efforts body where feedback is sought and incorporated in a in improving the health of populations. continuous evaluation of the program.

Mission Service Goal The DMU Master of Public Health (MPH) Pro- To provide leadership to the public health com- gram serves humanity through advancing and munities through active service on boards and disseminating core public health knowledge committees, provide public health content expertise through teaching, research and practice in an to the larger community of health care and serve as active partnership with our students and the mentors and examples to public health students in public health community. community service.

Vision Research Goal The DMU MPH Program will build a community To advance public health knowledge from an evi- of educated, ethical and inquisitive high- dence-based perspective, translate evidence-based

69 knowledge into the public health curriculum and ity of electives may change as needed. facilitate the transfer of new knowledge into public Refer to the current term course calendar at www. health practice. dmu.edu/mph/calendar.

Educational Objectives Program Length 1. DMU MPH will offer a core curriculum that includes Students have seven years from admission to epidemiology, biostatistics, public health admin- complete the MPH Program. istration and management, behavioral science, occupational and environment health, program Program Format evaluation, ethics and a culminating capstone Classes for this degree are offered both in the experience. classroom and online. 2. DMU MPH will use technology to enhance teaching strategies. 3. DMU MPH will provide opportunities for public MPH Core Curriculum health research. 4. DMU MPH will provide opportunities for profes- Course Number and Title Credit Hours sional experiences. MPH 620 – Orientation 5. DMU MPH will utilize community professionals in (take within 6 credit hours)...... 0 the delivery and governance of the curriculum. MPH 621 – Overview of the U.S. Health Care System ...... 3 Service Objectives MPH 625 – Health Care Financial Management I...... 3 MPH Program students, faculty and practitioner MPH 645 – Health Services Program Evaluation...... 3 scholars will provide service and leadership through: MPH 650 – Basic Statistics and Research...... 3 1. Membership on committees and boards MPH 651 – Occupational & Environmental Health...... 3 2. Consulting activities relating to promotion of MPH 652 – Public Health Ethical and Legal Issues...... 3 public health MPH 653 – Public Health Administration 3. Public presentations and seminars for the benefit & Management...... 3 of students, alumni, faculty, health care executives MPH 654 – Behavioral Sciences & Health...... 3 and the local community MPH 655 – Epidemiology ...... 3 4. Student internships and field projects MPH 657 – Survey of Human Health and Disease*...... 3 MPH 658 – Public Health Internship...... 3 Research Objectives MPH 660 – Public Health Capstone...... 2 The DMU MPH Program will develop and maintain MPH 771 – Community Needs Assessment...... 3 a public health research agenda that is collaborative in nature, promotes evidence-based research op- Total Semester Hours of Core: ...... 38 portunities for student involvement and is reflective Total Semester Hours of Electives:...... 7 of current community needs. Total Semester Hours for MPH:...... 45

* Required for students who do not have clinical experience Degree Requirements

The Master of Public Health Program requires the Core Course Descriptions completion of 45 semester hours of course work to include the Required Core Curriculum (38 semester Block 1 hours) and elective courses (7 semester hours). The core courses provide a general foundation of knowl- MPH 620 Program Orientation: This experience is edge that is supplemented with electives reflecting designed to serve as an orientation to the MHA and pertinent current events in public health. MPH Programs. Students are required to be on cam- Through this program students will gain a strong pus. The orientation includes an overview of: MHA generalist understanding of public health. Electives and MPH curricula, computer expectations, library are continually reviewed and evaluated to ensure resources, professional behavior, support services, that current trends are reflected. Therefore, availabil- outcomes assessment, activities and effective oral

70 and written communication skills. The Program outcomes assessment, strategic planning and mar- Orientation must be taken within the first 6 semester keting, health education and other emerging topics hours of course work completed in the MHA or MPH necessary for the effective delivery of public health Programs. 0 semester hours. Prerequisite: None. services. Full-time faculty and practicing public health administrators teach this course. 3 semester MPH 621 Overview of the U.S. Health Care hours. Suggested prerequisite: 621. System: The class will introduce students to the current and historic organization of the U.S. health MPH 655 Epidemiology: Introduces students to the care system. The Systems Model will be utilized to principles of epidemiology, including: historical over- introduce the different components of health care view; descriptive methods and sources of data; diag- delivery. Topics covered are: health services profes- nostic screening; study designs; analytical tools; mea- sionals, medical technology, health services financ- sures of association; bias and confounding. Emphasis ing, outpatient and primary care services, inpatient is placed on the critical evaluation and interpretation services, managed care and long-term care. 3 semes- of public health research, using examples from the ter hours. Prerequisite: None. literature. 3 semester hours. Prerequisite: 650.

MPH 625 Health Care Financial Management I: MPH 657 Survey of Human Health and Disease: This course provides a basic understanding of health Students are introduced to the fundamentals of hu- services financial management with emphasis on man physiology and organ systems and their relation the discounted cash flow analysis, risk, financial to the mechanisms of acute and chronic diseases. statements, capital investments, debt and equity Epidemiologic data are combined with clinical data financing and capital budgeting. It blends account- to provide an overview of major acute and chronic ing and finance concepts to enhance the health care public health problems. Note: An exemption from manager’s decision-making skills using account- this required course is available for those with clinical ing and finance theories, principles, concepts and training. 3 semester hours. Suggested prerequisite: techniques most important to managers in the health 621. care industry. 3 semester hours. Suggested Prerequi- site: 621. MPH 771 Community Needs Assessment: This comprehensive course provides tools for assessing MPH 650 Basic Statistics & Research: This is an the needs of a community, including forecasting de- introductory course that exposes the student to mand and defining the service population. Students the use of statistical techniques for healthcare data will learn to conduct community health needs assess- analysis. Topics covered include research design, data ment. Models of community health assessment will acquisition, types of data, univariate and bivariate be critiqued. Students will learn to measure health data summarization techniques, tabular and graphi- system performance and determine priority areas for Health Public of Master cal data presentation, inferential techniques using intervention. 3 semester hours. different theoretical distributions and the use of multivariate statistical techniques. Students will learn to apply statistical techniques for decision making Block 2 and/or research data analysis. This course serves as prerequisite for Epidemiology (MPH 655) and Health MPH 651 Occupational and Environmental Services Program Evaluation (MPH/MHA 645). Prereq- Health: Students learn to identify and manage physi- uisite: None. cal, chemical, biological and other hazards in the environment and workplace. Contemporary envi- MPH 653 Public Health Administration and ronmental and occupational health problems and Management: This course serves to support de- issues related to public and community health are veloping, entry-level competencies in public health analyzed. Topics include: environmental toxicology, administration and management. Topics include health risk assessment, management and commu- leadership, mission and goal definition, health data nication; air and water pollution control; solid and management, communications in public health, hazardous waste management; occupational injuries management of public health services, financial and diseases and prevention. Discusses the role of management and budgeting, quality improvement, the environment in human health and disease, the

71 basic principles of environmental health practice and experience. The course is designed to provide a final major issues in environmental health law and policy. experience in which students demonstrate mastery Students learn to evaluate and address environmen- of content and allow an opportunity for closure tal and workplace hazards. 3 semester hours. Prereq- and connection between courses. The student will uisite: Block 1 (620, 621, 653, 655, 656 and 657). work with a public health agency to complete the project for the agency. The purpose of this course is MPH 645 Health Services Program Evaluation: to facilitate the integration and synthesis of content Principles of formal evaluation research methods in through critical thinking; it is also a turning point for health care. Topics include: literature review, formula- the student from formal education to professional tion of hypotheses, research design, application of practice. 2 semester hours. particular designs to selected problems in health care administration, relationship of statistical processes to Electives specific designs, sampling, instrumentation, data col- MPH students may select elective courses from the lection and analysis, interpretation of research find- MPH calendar or the Master of Health Care Adminis- ings and preparation of research reports. Students tration curriculum (noted by the prefix MHA). will complete projects applying methods covered in the course to evaluation problems in health care. 3 Graduate Certificate semester hours. Prerequisite: Block 1 (620, 621, 653, The Graduate Certificate option is for profession- 655, 656 and 657). als who want to take classes in public health, but do not want to complete the requirements for a master’s MPH 654 Social and Behavioral Science: As health degree. The certificate program requires 20 semes- care moves into an era of disease management, prac- ter hours, and is developed individually with the titioners are increasingly called upon to help patients student’s advisor. change their behavior and improve adherence to treatment. This course discusses the contribution of the behavioral sciences to understanding health be- Admission Policies havior and the prevention and treatment of disease. And Procedures Topics include: models for understanding risk-taking behavior and implications for health promotion; Please see page 78, after the Master of Health Care understanding the role of social support in health Administration Program information, for policies and maintenance; effects of interventions in health care procedures for admission. settings on health behaviors; assessing environmental and provider-related variables in psychological models of health care utilization; physiological and physical concomitants of care giving; the need for proven, proactive interventions; and implications for health care policy. 3 semester hours. Prerequisite: Block 1 (620, 621, 653, 655, 656 and 657). Master of Health Care Administration MPH 658 Public Health Internship: Students work individually in a community health setting or agency he Master of Health Care Administration under the guidance of an agency staff member and program emphasizes practical knowl- a University supervisor. Students already working edge students will use from day one. in a health care or related setting may elect to carry T This real world focus on management skills, out a supervised research project based on original leadership and advocacy will help students research or a critical review or synthesis of the litera- advance in today’s complex health care ture. 3 semester hours. Prerequisite: Block 1 (620, 621, environment. Course content reflects the 653, 655, 656 and 657). best research and thinking in the health care industry today, immersing students in a body MPH 660 Capstone: This course serves as a culmi- of knowledge critical to effective health care nating experience in which students are expected management. to apply knowledge gained from their graduate The convenient course schedule lets student

72 continue working while earning a degree. ing and research needed, including distance Courses are offered in any combination – week- learning, to bring to students the best learn- end, evening or entirely online. ing experience possible • Committed to working with each student to Mission ensure that proper placement and profes- Des Moines University’s graduate program sional challenges exist for the individual and in Health Care Administration is dedicated to for the employing organization. the preparation of individuals from diverse backgrounds in the education and experiences necessary for management and leadership Educational GoalS positions within the broad array of organiza- and Objectives tions making up the delivery of health care to all segments of society. The program accom- Educational Goal plishes this mission through teaching, research The educational goal of the program is to provide and service activities. MHA students with a curriculum that prepares them for careers in health services management. Vision The DMU Master of Health Care Administra- Educational Objectives tion (MHA) Program will be recognized for its Upon completion of the MHA Program, graduates will: expertise in preparing students for entry, mid- 1. Understand the structuring and positioning of level management, and leadership positions health care organizations to achieve optimum in health-related organizations serving the performance delivery of health care services. 2. Know financial management of health care organizations under alternative financing mechanisms Values 3. Further develop leadership, interpersonal and The faculty and staff of the MHA Program at communication skills in managing human resourc- Des Moines University will exercise the follow- es and health professionals in diverse organiza- ing values in completing their obligations to its tions and environments stakeholders: 4. Understand managing information resources • Contemporary knowledge of the U.S. and and collecting, analyzing and using business and global health care industry and effective health information in decision-making management and leadership practices 5. Gain knowledge in statistical, quantitative and • An emphasis on developing the processes economic analysis in decision-making that support effective management and 6. Gain knowledge in legal and ethical analysis ap-

leadership practices within health services plied to business and clinical decision-making Administration Care Health of Master delivery 7. Describe organizational and governmental health • Dedication to demonstrating and developing policy formulation, implementation and effect an evidenced-based practice approach inside 8. Assess and understand the health status of and outside the classroom populations, determinants of health and illness • An interactive educational experience and manage health risks and behaviors in diverse involving faculty, students and mentors in populations the delivery system along with various 9. Describe how the development, organization, stakeholder groups financing and measurement of performance of • Ownership of our own abilities, limitations health systems in diverse communities drawing and commitment to role model our continued broadly on the social and behavioral sciences af- professional growth and development fect health care organizations • A supportive learning environment built on 10. Describe business and health outcomes mea- the individual experiences and professional surement, process/outcome relationships and goals of students and faculty methods for process improvement in health • A commitment to provide access to program- organizations ming and services to all students and faculty 11. Discuss the integration of strategic and marketing • Will use a variety of current methods of teach- planning processes in providing direction to an

73 organization. of core courses and seven semester hours of elective courses. The core courses provide a general founda- Research Goal tion of knowledge. Students may choose electives to The research goal of the MHA Program is to reinforce an area of special interest or emphasis. produce and disseminate new knowledge to the The following undergraduate courses or content field of health administration; to ensure that faculty areas are suggested prerequisites for incoming scholarly output is utilized in the classroom; to ensure students. that it is relevant to the profession; and, to encourage • Introductory accounting course students as health services administrators to utilize • Introductory computer course health services research in management practice. • Macro or micro economics course

Research Objectives Program Length The research objectives of the program are to: Students have seven years from admission to 1. Facilitate research among faculty and in collabora- complete the MHA Program. tion with other academic and health care organizations 2. Conduct research and present results of studies MHA Core Curriculum focused on managerial and organizational issues and Course Sequence that will enhance health care delivery 3. Continue to strengthen the level of external re- Course Number and Title Credit Hours search support received by the program faculty MHA 620 – Orientation 4. Integrate recent faculty research into teaching (take within 6 credit hours) ...... 0 activities through required readings, presentations MHA 621 – Overview of the or case studies U.S. Health Care System...... 3 MHA 622 – Organization of Health Systems...... 3 Community Service Goal MHA 623 – Management of Health Organizations .....3 The program thrives to provide service to MHA 650 – Basic Statistics and Research...... 3 academic, professional and community organiza- MHA 625 – Health Care Financial Management I...... 3 tions that offer services to the public and health care MHA 630 – Health Care Financial Management II...... 3 community. MHA 632 – Legal and Ethical Issues in Health Care..... 3 MHA 631 – Health Information Systems Service Objectives & Decision Analysis...... 3 MHA Program faculty provide: MHA 644 – Health Care Economics and Policy...... 3 1. Service to the program and the department MHA 645 – Health Services Program Evaluation...... 3 2. Service and leadership to the University MHA 646– Entrepreneurship and 3. Service and leadership through membership on Strategic Marketing...... 3 boards and consulting activities that utilize faculty MHA 640 - 643 – Administrative Internship...... 3 members’ areas of expertise MHA 649 – Health Care Administration Capstone...... 2 4. Service to health care organizations through student internships and field projects Total Semester Hours of Core: ...... 38 5. Presentations and seminars for the benefit of Total Semester Hours of Electives: ...... 7 students, alumni, faculty, health care executives Total Semester Hours for MHA: ...... 45 and the local community 6. A solid foundation to students for a continuing service commitment to professional and commu- Core Course Descriptions nity organizations. Block 1

Degree Requirements MHA 620 Program Orientation: This experience is designed to serve as an orientation to the MHA The Master of Health Care Administration (MHA) and MPH Programs. Students are required to be on Program requires the completion of 45 semester campus. The orientation includes an overview of: hours of course work to include 38 semester hours MHA and MPH curricula, computer expectations, 74 library resources, professional behavior, support ser- multivariate statistical techniques. Students will learn vices, outcomes assessment, activities and effective to apply statistical techniques for decision making oral and written communication skills. The Program and/or research data analysis. This course serves as Orientation must be taken within the first 6 semester prerequisite for Epidemiology (MPH 655) and Health hours of course work completed in the MHA or MPH Services Program Evaluation (MHA/MPH 645). Prereq- Programs. 0 semester hours. Prerequisite: None. uisite: None.

MHA 621 Overview of the U.S. Health Care Sys- MHA 625 Health Care Financial Management I: tem: The class will introduce students to the current This course provides a basic understanding of health and historic organization of the U.S. health care sys- services financial management with emphasis on tem. The Systems Model will be utilized to introduce the discounted cash flow analysis, risk, financial the different components of health care delivery. statements, capital investments, debt and equity Topics covered are: health services professionals, financing and capital budgeting. It blends account- medical technology, health services financing, out- ing and finance concepts to enhance the health care patient and primary care services, inpatient services, manager’s decision-making skills using account- managed care and long-term care. 3 semester hours. ing and finance theories, principles, concepts and Prerequisite: None. techniques most important to managers in the health care industry. 3 semester hours. Suggested prerequi- MHA 622 Organization of Health Systems: A sur- site: MHA/MPH 621. vey of contemporary organizational theory focusing on concepts relevant to health service organizations and systems. Emphasis will be placed on effective Block 2 management and leadership. The course reflects a balance concern for organizational theory and MHA 630 Health Care Financial Management II: behavior as well as the improvement of management This course provides students with a solid founda- practices. 3 semester hours. Suggested prerequisite: tion in HMO premium rate setting (PMPM rates) and MHA/MPH 621. cost accounting/management. The overall emphasis of the course is to develop a good understanding of MHA 623 Management of Health Organizations: how cost accounting tools are applied to health care An introduction to theories and principles of man- facilities/providers, using case studies from different agement through the framework of human resource health care providers and organizations. The course management. The purpose of this course is to help requires students to prepare a literature review paper the student learn how to manage and lead individu- for the efficiency of various health care organizations als and groups within health service organizations. in order to understand the market-driven health

Emphasis is placed on understanding the basic care system. 3 semester hours. Prerequisite: Block 1 Administration Care Health of Master functions of a manager and the role of leading. Major (MHA/MPH 620, MHA/MPH621, MHA 622, MHA 623, theories associated with motivating the individual in MHA/MPH 650 and MHA 625). organizational, interpersonal and group behavior, job design and organizational processes of decision mak- MHA 632 Legal and Ethical Issues in Health Care: ing, communication, and change are surveyed. Con- An overview of legal issues facing the health care sideration is given to the influence of the individual’s industry that will provide students with a basic work- own value and ethical framework upon the processes ing knowledge of health law and its application to of managing and leading. Prerequisite or concurrent: real-world problems. Equal time will be dedicated MHA/MPH 621. to a comprehensive analysis of the components of ethics for the health care administrator. Components MHA 650 Basic Statistics and Research: This is studied include: values clarification, ethical issues an introductory course that exposes the student to of concern to health providers, legal considerations the use of statistical techniques for health care data in ethical issues, access to health care, models of analysis. Topics covered include research design, data ethical thinking, organ procurement and transplanta- acquisition, types of data, univariate and bivariate tion, quality of life, definition of death, doctrine of data summarization techniques, tabular and graphi- informed consent, confidentiality, role and structure cal data presentation, inferential techniques using of hospital ethics committees and ethical decision different theoretical distributions and the use of making. 3 semester hours. Prerequisite: Block 1 75 (MHA/MPH 620, MHA/MPH621, MHA 622, MHA 623, MHA 646 Entrepreneurship and Strategic Market- MHA/MPH 650 and MHA 625). ing: A study of the nature and application of strategic management in health care, including competitive MHA 631 Health Information Systems and Deci- analysis, corporate diversification strategies and sion Analysis: This course prepares students to strategy implementation and administration. This effectively use and manage health information. course will also include an overview of the market- Topics include: the evolution, diffusion and manage- ing function as it relates to health care organizations. ment of health computing technology; strategies and Specific attention will be placed on the principles of methods for planning, designing and implementing marketing and the fundamental issues and decisions strategic health information systems and health deci- involved in planning and managing marketing activi- sion support systems; human-computer interactions ties. 3 semester hours. Prerequisites: Block 1 + Block 2 and the use of techniques for operations research to (MHA 630, MHA 631 and MHA 632) + MHA 644. increase production and efficiency. This course also includes the role of quantitative analysis in problem MHA 640 Administrative Internship: A supervised, solving, linear programming, querying models, on-site experience in development of advanced man- project control and simulation as an alternative ap- agerial skills in health care administration. Requires proach to management decisions. 3 semester hours. specific prior approval and written documentation Prerequisite: Block 1 (MHA/MPH 620, MHA/MPH621, of achieving stated goals. Students interested in MHA 622, MHA 623, MHA/MPH 650 and MHA 625). registering for the Administrative Internship should contact the Program office for course requirements. 3 semester hours. Prerequisites: Block 1 + Block 2 (MHA Block 3 630, MHA 631 and MHA 632).

MHA 644 Health Care Economics and Policy: An MHA 641 Administration Internship in Long-Term introduction to the theoretical foundations of health Care Organizations: A supervised, on-site experi- care economics and its application to the health ence in development of advanced managerial skills in care industry and payment systems and to the field long-term care organizations. Requires specific prior of health policy both at the national and state level. approval and written documentation of achieving The course presents health care economics as a main stated goals. Students interested in registering for source of rapid changes in health care markets, and the Administrative Internship should contact the includes studies of provider behavior, insurance, Program office for course requirements. 3 semester expenditures, market structure, competition, costs, hours. Prerequisites: Block 1 + Block 2 (MHA 630, MHA utilization and access on the economics side and 631 and MHA 632) cost-and case-based reimbursement and capitation on the reimbursement side. This course will also pro- MHA 642 Competency-Based Administration vide students with an understanding of the process Internship in Long-Term Care Organizations: An of health policy analysis and its implementation. 3 accelerated version of MHA 641. 3 semester hours. semester hours. Prerequisites: Block 1 + Block 2 (MHA Prerequisites: Block 1 + Block 2 (MHA 630, MHA 631 630, MHA 631 and MHA 632). and MHA 632).

MHA 645 Health Services Program Evaluation: Principles of formal evaluation research methods in Block 4 health care. Topics include: literature review, formulation of hypotheses, research design, application of MHA 649 Health Care Administration Capstone: particular designs to selected problems in health care This course serves a culminating experience in administration, relationship of statistical processes to which students are expected to apply knowledge specific designs, sampling, instrumentation, data col- gained from their graduate experience. The course lection and analysis, interpretation of research find- is designed to provide a final experience in which ings and preparation of research reports. Students students demonstrate mastery of content and allow will complete projects applying methods covered in an opportunity for closure and connection between the course to evaluation problems in health care. 3 courses. The purpose of this capstone course is to semester hours. Prerequisites: Block 1 + Block 2 (MHA facilitate the integration and synthesis of content 630, MHA 631 and MHA 632). through critical thinking; it is also a turning point for 76 the student from education to professional practice. • Satisfactory personal statement 2 semester hours. Prerequisites: Block 1 + 2 + Block 3 • One satisfactory letter of recommendation (three (MHA 644, MHA/MPH 645, MHA 646 and one of the letters for early admission MHA program) following: MHA 640, MHA 641, MHA 642 or MHA 643). • Skills self-assessment form • Application fee Electives MHA students may select elective courses from Early Admission to the MHA Program the MHA calendar or the Master of Public Health cur- Des Moines University offers early admission into riculum (noted by the prefix MPH). MHA students are the MHA Program to qualified applicants who do not encouraged to review the MHA Program’s leadership have a bachelor’s degree. Admitted students must seminar series. These one-credit hour seminars are have a minimum of 90 semester hours of under- available to help students continue their develop- graduate credit complete, to include the following ment of MHA leadership competencies. Contact general education requirements: the program office for a complete list of available Composition – 6 semester hours seminars. Humanities – 12 semester hours Refer to the current-term course calendar at www. Social Sciences – 9 semester hours dmu.edu/mha/calendar for core and elective course Math & Science* – 12 semester hours offerings. *To include 3-4 semester hours of college algebra Nursing Home Administrator License Our Long-Term Care Administration emphasis is Students are awarded a Master of Health Care the only graduate program in Iowa approved by the Administration (MHA) degree after completion of a Iowa Board of Examiners for Nursing Home Admin- total of 165 semester hours of course work of which istrators. Completing the MHA degree can fulfill the a minimum of 60 semester hours must be completed board criteria to sit for the licensure exam in Iowa. For within the MHA Program. licensure, the State of Iowa requires an internship in long-term care along with appropriate course work. Long-term care offers growing opportunities in Iowa Degree plan and other states. Required admission transfer credit – 90 semester hours Graduate Certificate MHA Curriculum – 45 semester hours The Graduate Certificate option is for professionals Elective Courses – 30 semester hours who want to take classes in Health Care Administra- Minimum total semester hours for MHA degree – 165 tion but do not want to complete the requirements for a master’s degree. The Certificate program re- Options for elective coursework Administration Care Health of Master quires 20 semester hours and is developed individu- For the additional 30 semester hours of elective ally with the student’s advisor. course work, students will choose between the following options: 1. Complete the entire requirement through the Admission Criteria – Health Care Administration Program or the Public MHA, MPH Programs Health Program. 2. Complete an area of concentration at another To qualify for admission to the Health Care Admin- regionally accredited institution. Those students istration or Public Health Programs, applicants must: electing this option will develop an area of concentra- 1. Have a posted baccalaureate degree from a region- tion in conjunction with their academic advisor. Areas ally accredited college or university (except as of concentration must support a major in health care noted in the MHA Early Acceptance program) administration. Examples of several appropriate con- 2. Submit an application for admission to the ap- centration areas include: gerontology, information propriate program, with the following required systems, public administration, business administra- supplemental documents: tion, accounting, public health and finance. • Work history/resume Students admitted into this program will have • Official transcripts from all colleges and universi- seven years to complete all degree requirements. ties attended 77 MPH/MHA Dual Degree Transcript Evaluation If you have questions or want an evaluation of A dual-degree option allows you to earn both the your transcripts to determine the number of credit M.P.H. and M.H.A. degrees. You can accomplish this hours you need to meet admission requirements, by completing 64 semester hours. Individuals inter- contact the health care administration or public ested in pursuing the MPH/MHA dual degree must health admissions office at (515) 271-1364 or (800) first select a primary program (MPH or MHA) to apply 240-2767, ext. 1364, or email [email protected]. for admission. Once you have successfully completed nine credit hours within that program, you are eli- Foreign Students gible to apply for admission to the second program. Residents of foreign countries wishing to apply for The MPH/MHA dual degree curriculum follows: admission are advised to spend at least one year at an accredited college or university in the United States. MPH/MHA Dual Degree Program During this time, students can adjust to the cultural and academic practices in the U.S. Course Number and Title Credit Hours MHA/MPH 620 – Orientation...... 0 MHA/MPH 621– Overview of the Admission Policies & Procedures U.S. Health Care System...... 3 MHA 622 – Organization of Health Systems...... 3 You can obtain an application for admission with MHA 623 – Management of Health Organizations...... 3 instructions on the application process and criteria MPH 653 – Public Health Administration for application evaluation by contacting the program & Management...... 3 offices using the address below or by accessing the MPH 655 – Epidemiology...... 3 online application at www.dmu.edu/mph/admissions/ MHA/MPH 650 – Basic Statistics and Research ...... 3 apply or www.dmu.edu/mha/admissions/apply. MPH 657 – Survey of Human Health & Disease*...... 3 MHA/MPH 625 – Health Care Financial MHA/MPH – Admission Coordinator Management I...... 3 Des Moines University MHA 630 – Health Care Financial 3200 Grand Avenue Management II...... 3 Des Moines, Iowa 50312-4198 MHA 631 – Health Information Systems Telephone (515) 271-1364 or & Decision Analysis...... 3 (800) 240-2767, ext. 1364 MHA 632 – Legal and Ethical Issues Fax (515) 271-1363 in Health Care...... 3 Email: [email protected] MPH 651 – Occupational & Environmental Health...... 3 or [email protected] MPH 654 – Behavioral Science & Health...... 3 MHA 644 – Health Care Economics and Policy...... 3 Completed applications are reviewed by the MHA 646 – Entrepreneurship and faculty admissions committee and dean of the Col- Strategic Marketing...... 3 lege of Health Sciences, who will render a decision of MHA/MPH 645 – Health Services regular admission, conditional admission or denial of Program Evaluation...... 3 admission. Notification of program admission will be MHA 640-643 – Administrative Internship...... 3 made by letter. MPH 658 – Public Health Internship...... 3 The Health Care Administration and Public Health MHA 649 – Health Care Administration Capstone...... 2 Programs do not have an application deadline or MPH 660 – Public Health Capstone...... 2 formal start date for its programs. Rolling admission MPH 771 – Community Needs Assessment...... 3 provides prospective students the convenience of applying for admission and beginning course work at Total Semester Hours of Core:...... 61 the start of any term. Total Semester Hours of Elective:...... 3 Total Semester Hours for Dual MHA/MPH:...... 64

* Required for students who do not have clinical experience

78 Academic Standards Technology Requirements and Guidelines • A personal computer (Pentium or equivalent) with for MPH/MHA Programs either Windows 2000, ME, or XP • Minimum of 256 MB RAM, CD drive and audio capa- The College has developed a detailed Student bility is required Handbook available electronically to each student on • Microsoft Internet Explorer 6.0 or above the student portal. The handbook contains complete • Modem with a minimum of 56 K connectivity speed information on academic standards and guidelines. • Internet access through an Internet Service Provider Consult this handbook for policies regarding promo- (ISP) tions, academic difficulties, dismissals, leaves of • Ability to access plug-in resources for course work, absence and withdrawals. such as Adobe Acrobat Reader 6.0 or above. • Word processing, spreadsheet and slide presenta- Registration tion software comparable to Microsoft Office with Students wishing to enroll in a MHA or MPH course the ability to open Powerpoint presentations. must complete registration for each course with the Office of the Registrar by completing the online form The web-based instructional system is typically on the DMU web site at www.dmu.edu/mha/calen- compatible with Macintosh computers. However, dar or www.dmu.edu/mph/calendar or by calling or students who use Macintosh programs have emailing the MHA/MPH program assistant. Early reg- experienced difficulty using the statistical soft- istration is encouraged (at least two weeks before the ware programs in the required Basic Statistics and first day of class) as class sizes are limited. Registration Research course. Students are responsible for making dates are provided in the course calendar. their own arrangements to either check out a DMU If at least six registrations are not received two laptop through the Student Help Desk or in making weeks before the start of a course, the course may their Macintosh work with the programs used by the be canceled. The MHA/MPH program assistants will MPH and MHA courses. Students who use Macintosh notify all registered students if a course is canceled. computers may need to save their word processing Students may register for a course from the time documents or presentations in a format compatible course dates are established until the first class ses- with the current Microsoft Office Suite for the PC. sion. The student’s prior tuition balance must be paid Macintosh users may find that some of the func- in full to allow registration for a new term. tions within the DMU Student Portal are limited. Des Moines University offers limited support for Macin- MHA or MPH Course Addition or Withdrawal tosh users. Students can be added to a course roster after the Basic knowledge of computer and Internet tech- start date if they receive approval from the course nology is necessary. For technology competencies, instructor and it is before the end of the third class refer to the web site. Administration Care Health of Master session, or the end of the first weekend session or time specified in an online course. Web Site Students may drop a course at any time during the For additional information on the program, please trimester. A $25 non-refundable Change of Registra- refer to www.dmu.edu/admissions/. tion fee is charged to the students tuition account. To avoid a tuition charge, students must contact the Religious Holidays Office of the Registrar by the end of the first business The administration and faculty are sensitive to the day following the third class session or first weekend. diverse religious affiliations of students. If an exami- After the add/drop period has expired, students nation or other University activity is scheduled on the should contact the Office of the Registrar as soon as same day as a religious holiday, the student should possible with notification of a withdrawal. Appro- contact the appropriate faculty member, prior to the priate fees will be charged based on the date the date, to request other arrangements to complete the notification was received. All tuition and fee refunds scheduled activity. resulting from withdrawal are subject to University and federal regulations.

79 pulmonary and integumentary core content areas • Perform examination procedures associated with identified musculoskeletal, neuromuscular, cardiopulmonary and integumentary core content areas Doctor of • Perform intervention techniques associated with Physical Therapy identified musculoskeletal, neuromuscular, cardiopulmonary and integumentary core content areas he College of Health Sciences at Des • Implement a therapeutic plan of care based on Moines University offers an accredited conclusions reached during the clinical decision- entry-level program of study in physical making process T Apply knowledge of the foundational sciences therapy. The program includes 34 months of • academic study and supervised clinical intern- needed to practice physical therapy ships leading to a Doctor of Physical Therapy (D.P.T.) degree. Administration/Management • Manage the administrative activities associated with patient care The Profession • Manage personnel, procedures and written documents to provide cost-effective, efficient and high- quality physical therapy services The University’s DPT Program reflects the chang- Participate in the determination of the effectiveness ing direction of the profession and continuous • and quality of service delivery advancements in medicine. The American Physical Therapy Association supports and promotes entry to Professional Behaviors the physical therapy profession through preparation Function as a proactive member of the physical at the doctoral level. This is warranted by identifica- • therapy profession in a changing health care market tion and expansion of a unique body of knowledge Represent the profession through acceptance and increases in the scope of practice and profes- • of moral, ethical and legal responsibilities in the sional physical therapy responsibilities. health care and community environments Accreditation • Display professional communication and effective behaviors in the academic, health care and The DPT Program is accredited by the Commission community environments on Accreditation in Physical Therapy Education of the Design a plan for personal and professional American Physical Therapy Association. • development Mission • Practice physical therapy in the bounds of legal The mission of the DPT Program is to provide and ethical principles progressive educational experiences that • Perform educational activities for all parties foster the growth and development of Doctors of interest of Physical Therapy to practice in a diverse • Practice in a safe manner that minimizes risk to health care environment. patient, self and others • Interact with patients/clients, family members Curriculum Goals and colleagues with sensitivity and tolerance to differences Upon completion of the curriculum, the graduate of the DPT Program will be able to: Manual Skills Clinical Decision-Making • Integrate manual skills into the clinical decision- making process • Determine clinical courses of action and defend Provide therapeutic interventions that are clinical decisions based on professional and • grounded in the use of manual skills research literature Appreciate the physical and psychological • Develop a structured clinical decision-making • implications (both positive and negative) of the process power of touch • Demonstrate a knowledge base associated with identified musculoskeletal, neuromuscular, cardio-

80 Critical Inquiry analyze and synthesize data. • Use critical inquiry to support the use of manual A candidate for the DPT degree must have abilities examination techniques and interventions in the and skills in the following areas: observation; com- care of a patient or client munication; motor; sensory; intellectual, conceptual, • Participate in developing the body of physical integrative and quantitative; and behavioral and therapy knowledge through the application of social. Technological compensation can be made for scientific inquiry handicaps in some of these areas, but a candidate • Critically evaluate research studies related to the must be able to perform in a reasonably independent practice of health care and in particular to physical manner. therapy practice Technical Standards Prevention and Health Promotion 1. Observation: Candidates and students must have • Deliver consultative services to organizations, agen- sufficient vision to be able to observe demonstra- cies, health care providers and individuals tions, experiments and laboratory exercises within • Promote optimal health for patients/clients the curriculum. This skill is important for proper • Provide consultation regarding issues of prevention evaluation and treatment integration. and health promotion to individuals, businesses, 2. Communication: Candidates and students should schools, government agencies and other organiza- be able to use appropriate oral and written com- tions munication with faculty, peers, patients/clients, families and others. 3. Motor: Candidates and students should have Admission Process sufficient motor function to execute movements required to provide safe and effective physical The College of Health Sciences Doctor of Physical therapy evaluations and treatment. Therapy Program is pledged to the admission and 4. Sensory: Candidates and students should possess matriculation of qualified students via an established sufficient tactile and proprioceptive skills. These selection process. The DPT Program acknowledges skills are necessary to perceive and synthesize awareness of laws that prohibit discrimination inputs during evaluation and treatment of against anyone on the basis of race, color, religion, patients/clients. gender, national origin, ancestry, sexual orientation, 5. Intellectual, Conceptual, Integrative and age, disability, marital status, citizenship or any other Quantitative Abilities: These include measure- characteristic protected by law. Regarding disabled ment, calculation, reasoning, analysis and synthe- individuals, the program will not discriminate against sis. Problem solving, the critical skill demanded of such individuals who are otherwise qualified, but physical therapists, requires all of these intellectual will expect applicants and students to meet certain abilities. In addition, candidates and students Therapy Physical of Doctor minimal technical standards as set forth herein. In should be able to comprehend three-dimensional adopting these standards, the program must keep in relationships and understand spatial relationships mind the ultimate safety of the patients its graduates of structures. The practice of physical therapy will eventually care for. The standards reflect reason- demands the ability to integrate and process infor- able expectations of physical therapy students in mation promptly and accurately in a time-sensitive performing common functions. environment. Candidates must be able to draw on their store of knowledge in stressful situations and Minimal Technical Standards for under time limitations. Admission & Matriculation 6. Behavioral and Social Attributes: Candidates The holder of the Doctor of Physical Therapy and students must possess the emotional health (D.P.T.) degree must have the knowledge and skills to required for full utilization of their intellectual abili- function in a broad variety of clinical situations and ties, the exercise of good judgment, the prompt to render a wide spectrum of patient care. In order to completion of all responsibilities attendant to the carry out the activities described below, candidates diagnosis and care of patients and the develop- for the DPT degree must be able to consistently, ment of mature, sensitive and effective relation- quickly and accurately integrate all information re- ships with patients. Candidates and students must ceived, and must have the ability to learn, integrate, be able to tolerate physically taxing workloads,

81 adapt to changing environments, display flexibility Statistics: One Course and learn to function in the face of uncertainties • This can be taken either through the math or inherent in the clinical problems of many patients. psychology department. Compassion, integrity, concern for others, interpersonal skills, interest and motivation are all personal Psychology: Three Courses qualities that will be assessed during the admis- • One course of general or introductory psychology sions and educational processes. is required. • Two upper division courses (other than statistics) are required. Abnormal and developmental Admission Requirements psychology courses are strongly recommended to fulfill this requirement.

Prerequisites English Composition/Speech/Communications: Candidates for admission to the DPT Program Two Courses must have a bachelor’s degree, in any field, from a • One course of English composition is required. regionally accredited institution. Candidates must Testing out is acceptable if it is reflected on an also satisfy these prerequisites: official transcript. • Literature courses do not fulfill this requirement. Required Courses • Writing across the curriculum and writing-intensive courses will be considered. Course descriptions Biological Sciences: 12 hours should be included with your application. • One course of human anatomy must be taken. • One course of human physiology must be taken. Humanities/Social Sciences: Two Courses • The anatomy and physiology requirements can • Literature, history, philosophy, sociology, theology, be fulfilled by a series of two courses of combined foreign language and art, music or theater appre- anatomy and physiology. They can also be fulfilled ciation will fulfill this requirement. by one combined anatomy and physiology course plus a human physiology course. Highly Recommended (not required) Courses: • All courses should be taken through the biology Medical terminology, computer applications, kine- department if possible. If taken through another siology, exercise physiology, abnormal psychology, department, the course may be subject to review by developmental psychology, math (trigonometry or the Admissions Committee, and a possibility exists calculus). that the course will be unacceptable. • Please note that exercise physiology will not fulfill Note: A course must have at least 3 semester hours or 4 the human physiology requirement. quarter hours. • Labs are required with all biology classes. If labs are not offered in anatomy and physiology at your Prerequisite courses must be completed before institution, please include with your application a Registration. Students should have a minimum grade course description for review by the Admissions point average of 3.0 in the combined prerequisite Committee. courses and a minimum overall grade point average of 3.0 on a 4.0 scale when applying. All prerequisite Chemistry: 8 semester hours courses need to be taken for a grade. Pass/Fail is not • Each course must include a lab. accepted. No grade below a C- will be accepted for • A chemistry sequence for science or health science a prerequisite. Testing out of a course is acceptable majors is preferred. upon approval by the Physical Therapy Admission Committee. Graduate Record Examination (GRE) Physics: 8 semester hours scores must also be submitted. • Each course must include a lab. Prior to application, applicants must have observa- • A physics sequence for science or health science tion or experience under supervision of a licensed majors is preferred. physical therapist as an employee, volunteer or ob- server in several settings, such as rehabilitation, acute care, a nursing home, private practice or pediatrics.

82 All applicants are required to complete at least 80 A complete listing of required immunizations is sent hours of direct physical therapist observation includ- to students before Orientation. ing at least 20 hours with each of three different • Students must have medical insurance coverage patient population settings. that provides comprehensive major medical benefits. Students must present proof of coverage at Application Registration. Information is sent to students before Applications are available online at www.dmu. Orientation. edu/pt/admissions. Applications must be submitted • Students must complete a criminal background by January 31. check through Verified Credentials. Results must be In addition to the completed application, can- released to DMU prior to matriculation. The cost of didates must submit two recommendations. One this process will be paid by the applicant. from a licensed physical therapist and one from an academic instructor. Acceptance fees and tuition are partly refundable Applicants must provide official transcripts from in accordance with schedules published in this cata- all postsecondary institutions attended. Applicants log. Refer to the section titled “Tuition and Financial must also submit GRE scores. Aid.” No other refund schedule will apply. The Board Upon receipt of all application materials, the ap- of Trustees of the University reserves the right to plication will be reviewed by the DMU Enrollment change tuition and fees at any time. Management office in consultation with the DMU DPT faculty. Selected candidates will be contacted to Misrepresentation arrange an interview. Requests for exceptions to the Misrepresentation in, or omission from, admissions admission criteria will be reviewed by the committee. credentials, particularly concerning previous felony The DPT Program follows a rolling admissions or misdemeanor convictions, will constitute improper policy. Students are interviewed and accepted into behavior under the Student Evaluation Mechanism the program from October through March. Applica- provisions of the Student Handbook. tions are available beginning May 1. All application materials must be received by January 31. Classes Multiple Applications start in August. Concerning students applying to the University Direct any correspondence or inquiries concerning for the first time: First-time entering students may admission to: apply to only one clinical program at a time. Multiple DPT Admission Coordinator applications to clinical programs will not be accepted Des Moines University or processed. 3200 Grand Avenue Concerning currently enrolled students: Enrolled Des Moines, Iowa 50312-4198 students in the final year of their respective programs

Telephone (515) 271-7864 who anticipate completion of a DMU degree may Therapy Physical of Doctor Outside the 515 area code apply for admission to another University program. If call (800) 240-2767, ext. 7864 accepted, students are expected to complete the full Email: [email protected] curriculum. Requests for advanced standing based on prior work can be submitted to the Dean after admission to the program. Other students not com- Accepted Student Procedures pleting a DMU program who wish to transfer must withdraw from the University and apply for admis- • After the interview, applicants will be notified of the sion through the appropriate application process. decision of the Admissions Committee. Accepted applicants will be required to respond with a $250 seat deposit confirming acceptance of the admis- Curriculum Overview sion offer. This deposit will be applied toward tuition at the time of registration. Each student must complete each of the courses • Students must have a physical examination and listed in the accompanying set of course descriptions. complete an immunization report before Registra- The curriculum is designed to assist students with tion. Students admitted shortly before classes begin professional and personal development. This is ac- will have four weeks to complete this requirement. complished through integrated and sequential learn-

83 ing experiences. The experiences provide the basic Lower Quadrant ...... 1.0 credit hours cognitive, affective and psychomotor knowledge Foundational Sciences – and skills needed for the practice of physical therapy. Lower Quadrant...... 5.0 credit hours These experiences are also designed to provide stu- Patient Management- dents with the opportunity to gain personal insight Lower Quadrant...... 8.0 credit hours into their style for learning, teaching, relating and Clinical Applications – changing in society. Ultimately, the program assists in Lower Quadrant...... 2.0 credit hours motivating students to become lifelong learners. To ensure excellence for both students and soci- Year 2 ety, formative and summative evaluation is essential. Evaluation facilitates learning and provides validation Block III (15 weeks): for program excellence. Musculoskeletal Systems - Upper Quadrant The faculty is committed to excellence in teaching Professional Issues and Development – and learning, and to serving students, the communi- Upper Quadrant...... 1.0 credit hours ty and the profession. Excellence is achieved through Foundational Sciences – selection of students with unique natural talents and Upper Quadrant...... 3.5 credit hours abilities followed by nurturing and development. Patient Management – The program is 34 months in length, and is divided Upper Quadrant...... 8.0 credit hours into eight blocks. Each block builds on the informa- Clinical Applications - tion from previous blocks. The length of time for Upper Quadrant...... 1.5 credit hours each block varies, but approximates the following schedule: BLOCK IV (10 weeks) Block I – 22 weeks Clinical Rotation 1 Block II – 18 weeks (Musculoskeletal) ...... 10.0 credit hours Block III – 15 weeks Block IV – 10 weeks BLOCK V (20 weeks) Block V – 20 weeks Professional Issues and Block VI – 10 weeks Development ...... 2.5 credit hours Block VII – 16 weeks Foundational Sciences – Block VIII – 16 weeks Neuromuscular Systems...... 2.5 credit hours Patient Management – Neuromuscular Systems...... 7.5 credit hours Year 1 Patient Management - Cardiopulmonary Systems...... 3.0 credit hours Block I (22 weeks) Clinical Applications – Professional Issues and Neuromuscular Systems...... 2.5 credit hours Development...... 2.5 credit hours Foundational Sciences - Anatomy...... 9.0 credit hours Year 3 Foundational Sciences - Health Promotion ...... 5.0 credit hours BLOCK VI (10 weeks) Patient Management - Clinical Rotation 2 Health Promotion...... 3.0 credit hours (Neuromuscular)...... 10.0 credit hours Clinical Applications - Health Promotion...... 1.5 credit hours BLOCK VII (16 weeks) Basic Life Support (BLS) for Professional Issues and Development – Health Care Providers...... 0.5 credit hours Practice Topics...... 4.0 credit hours Health Promotion and Practice Topics 5...... 10.0 credit hours Prevention Practicum ...... 2.0 credit hours Basic Life Support (BLS) for Health Care Providers...... 0.5 credit hours Block II (18 weeks): Musculoskeletal Systems-Lower Quadrant BLOCK VIII (16 weeks) Professional Issues and Development – Clinical Rotation 3 (Acute Care)...... 8.0 credit hours

84 Clinical Rotation 4 (Elective)...... 8.0 credit hours Professional Issues and Development – Health Electives – a total of 4 credit hours Promotion: This is the first course in a series of proof electives is required...... 4.0 credit hours fessional issues and development courses. The initial portion of the course covers orientation to the Doctor Total Hours 127 of Physical Therapy Program and to the profession of physical therapy. The remainder of the course is designed to introduce the student to issues concerned Course Descriptions with personal and professional behaviors. Primary focus will be on student growth and development. The description of each course represents the The prevention and health promotion needs of a minimum content of that course. Each instructor may diverse population are also core components of this include additional appropriate material. course. Health care models and beliefs, motivational strategies and educational theory are presented Year 1 – Block I with a focus toward the needs of individual clients. Community resources and consultation services will Foundational Sciences - Anatomy: This is the first be discussed. Health care delivery systems and scope course in a series of foundational sciences courses. of practice issues are presented. Students begin the This course focuses on the anatomy of the human process of developing communication skills needed body. The primary components of the course are the to establish a therapeutic relationship with their musculoskeletal relationships of the spine and ex- clients. tremities and radiographic anatomy. Basic technical and interpretive aspects of radiology are sequenced Clinical Applications – Health Promotion: The to correlate with the musculoskeletal topics being Clinical Applications course series uses case scenarios covered in the anatomy labs. Embryology is also a to develop the student’s psychomotor and clinical basic component of this course. decision-making skills. This first Clinical Applications course centers on the ability of the practitioner to ob- Foundational Sciences – Health Promotion: This tain the data needed from a client/patient interview second in a series of foundational sciences courses to determine a course of action. Case topics focus on has two areas of concentration. One addresses the the screening tools used and program planning for underlying physiological issues related to health and the prevention and health promotion needs of the well-being. The physiology of the musculoskeletal, client. The integration of massage theory and prac- cardiac, respiratory and immune systems is covered. tice is also a component of this course. The physiological response to exercise and nutritional requirements for health are addressed. The second Basic Life Support for Health Care Providers: This concentration is in the area of critical inquiry. The ba- course is designed for health care providers. After Therapy Physical of Doctor sics of research design and statistical analysis will be successful completion of this course, the student will introduced, including the incorporation of research be certified in Basic Life Support for Health Care Pro- presentation meetings where student groups present viders according to the American Heart Association. the results of published research. The course will cover adult single and two-person BLS, adult and pediatric obstructed airway manage- Patient Management – Health Promotion: Imple- ment and pediatric resuscitation. In addition, the mentation of the patient management model as student will use the pocket mask and the automated outlined in the Guide to Physical Therapist Practice external defibrillator (AED). begins with this course. This course concentrates on the provision of services that promote the health Health Promotion and Prevention Practicum: and quality of life within diverse patient popula- This practicum is two weeks in length and designed tions. Epidemiology is introduced for the purposes of to allow the student to observe and practice the planning health promotion and prevention services. skills developed during the last Block of instruction. An introduction to standardized tests and measures, The practicum will center on the determination of interpretation of data collected and development of individual and community health needs. The student a plan of care related to prevention and health pro- will have the opportunity to implement prevention, motion are primary components of this course. health promotion, fitness and wellness programs.

85 Year 1 – Block II preferred musculoskeletal practice patterns found in the Guide to Physical Therapist Practice. The student Foundational Sciences – Musculoskeletal System- will also be assigned lab time within a clinical setting Lower Quadrant: The third foundational sciences to practice skills. course has a primary focus on tissue mechanics and the biomechanics of the lumbar spine, pelvis and lower extremity musculoskeletal system. Pain path- Year 2 – Block III ways and mechanisms are presented. Basic pharmacological principles is also a key topic. Research de- Foundational Sciences – Musculoskeletal System- sign and statistics is also a component of this course. Upper Quadrant: The foundational sciences series continues with the biomechanics and function of the Patient Management – Musculoskeletal System- cervical and thoracic spine, TMJ and upper extremity. Lower Quadrant: This is the second course of the patient management series. The course focuses on the Patient Management – Musculoskeletal System- management and care of a client/patient with impair- Upper Quadrant: The third patient management ments, functional limitations or disabilities related to course focuses on the management and care of a cli- the lower quadrant musculoskeletal system. Principles ent/patient with impairments, functional limitations of differential diagnosis are introduced. The student or disabilities related to the cervical and thoracic is expected to make clinical judgments regarding spine, TMJ and upper extremity. The examination clients/patients intervention based on the evaluation and evaluation of postural impairments is a primary of data gathered. The safe and efficient application of content area. Differential diagnosis as related to pa- procedural interventions specific to musculoskeletal tient care continues to be a central topic. The student system impairments is covered. The course will also is expected to make clinical judgments regarding present course work related to the pharmacological, client/patient intervention based on the evaluation medical and surgical management of the client/pa- of data gathered. The safe and efficient application tient with musculoskeletal pathologies. of procedural interventions specific to impairments associated with the cervical and thoracic spine, upper Professional Issues and Development – Musculo- extremity and TMJ is covered. The course will also skeletal System-Lower Quadrant: The third course present course work related to the pharmacological, in the professional issues and development series is medical and surgical management of the client/pa- designed to address some of the psychosocial and tient with cervical and thoracic spine, upper extrem- reimbursement aspects related to patient man- ity and TMJ pathologies. agement. Of particular note is the family life cycle content of the course. Violence, dependent adult and Professional Issues and Development – Muscu- child abuse and legal requirements of mandatory re- loskeletal System-Upper Quadrant: The profes- porting are included. The documentation of physical sional issues and development series continues with therapy services is also presented during this course. content related to ethical issues associated with client/patient care and scope of practice. Third party Clinical Applications – Musculoskeletal System- payer systems including Medicare and Medicaid are Lower Quadrant: The case scenarios used in this explained. second course within the clinical applications series will develop the foundational skills needed for prac- Clinical Applications – Musculoskeletal System- tice. The course includes cases to develop examina- Upper Quadrant: The third clinical applications tion skills in goniometry, manual muscle testing and course continues to use small group discussions sensory testing. Transfer training and the safe use and labs to practice examination, evaluation and of assistive gait devices is also included within the procedural interventions. Cases include client/pa- course content. The determination of a diagnosis and tient characteristics found within one of the Guide to prognosis for a variety of diverse client/patient prob- Physical Therapist Practice preferred musculoskeletal lems are done via case presentations in a small group practice patterns with a focus on the cervical and setting. Outcome measures are discussed for the thoracic spine, TMJ and upper extremity. The student client/patient with an extremity injury. Cases include will also be assigned lab time within a clinical setting client/patient characteristics found within one of the to practice skills.

86 Year 2 – Block IV Professional Issues and Development – Neu- romuscular Systems: A wide range of topics are Clinical Internship 1: The first clinical internship covered within this fifth professional issues and is a 10-week experience designed to emphasize development course. Additional course material the management of the client/patient with primar- related to patient education is covered. Involvement ily musculoskeletal impairments. Direct patient in professional association and the legislative process management by the student is the key to this course. is integral to this course. Students are introduced to Additional experience may be gained in the physical the current professional topics via a Mock House of therapy management of acute or chronic medical Delegates. conditions. The student may participate in a variety of administrative or educational pursuits related to Clinical Applications – Neuromuscular Systems: physical therapy while on this clinical internship. The fourth clinical applications course continues to Clinical experiences that will provide the student concentrate on the acquisition of clinical decision- with an overview of the varying roles of other health making and psychomotor skills related to direct professionals in the health care delivery system are patient care. Cases include client/patient classified also incorporated. within one of the preferred Neuromuscular or cardiovascular/Pulmonary practice patterns found in the Guide to Physical Therapist Practice. The student will Year 2 – Block V also be assigned lab time within a clinical setting to practice skills. Foundational Sciences – Neuromuscular Systems: This foundational sciences course focuses on the neurosciences related to higher order functions. Year 3 – Block VI Topics covered include the vestibular system, special senses, cortical function and the limbic system. It Clinical Internship 2: Clinical Internship 2 is a 10- includes material on normal physical and cognitive week supervised clinical experience designed to development from birth to death. emphasize the management of the client/patient with impairments, functional limitations or disabili- Patient Management – Neuromuscular Systems: ties related to the neuromuscular, cardiovascular The patient management of clients/patients classified and/or pulmonary systems. Direct patient manage- in one of the Neuromuscular preferred practice pat- ment by the student is the key to the clinical intern- terns within the Guide to Physical Therapist Practice ship courses. Additional experience may be gained in is the key content of this course. Cultural diversity, the physical therapy management of acute or chronic developmental considerations and effects of aging medical conditions. The student may participate in are taken into account as the material of this course is a variety of administrative or educational pursuits Therapy Physical of Doctor presented. The course will also present course work related to physical therapy while on this clinical related to the pharmacological, medical and surgical internship. Clinical experiences that will provide management of the client/patient with neuromuscu- the student with an overview of the varying roles of lar pathologies. other health professionals in the health care delivery system are also incorporated. Patient Management – Cardiopulmonary Sys- tems: The patient management of clients/patients classified in one of the Cardiovascular/Pulmonary Year 3 – Block VII preferred practice patterns within the Guide to Physi- cal Therapist Practice is the key content of this course. Practice Topics: Practice Topics contains content Cultural diversity, developmental considerations and related to all of the preferred practice patterns found effects of aging are taken into account as the mate- within the Guide to Physical Therapy Practice. Topics rial of this course is presented. The course will also within this course include prosthetics and wound present course work related to the pharmacological, care, women’s health, pain management, infectious medical and surgical management of the client/pa- disease, vestibular, oncology, and occupational tient with cardiovascular and pulmonary pathologies. medicine. Specific manual therapy techniques including high velocity low amplitude (HVLA), craniosacral

87 therapy and myofascial release are addressed. more detailed information regarding University registration policies and procedures, refer to the Student Professional Issues and Development – Practice Handbook.) Topics: This last Professional Issues and Develop- ment course is centered on the administration and Dropping a Class management issues of physical therapy practice. Em- A student who stops attending a class is not phasis is placed on strategic planning, fiscal manage- considered to have dropped the class. If withdrawal ment of resources, utilization review, risk manage- from a class becomes necessary, the student must ment and public relations. Outcome measurement notify the DPT Program Director. The student is also as related to the delivery of physical therapy services responsible for notifying the Dean of the College of within various practice settings is also addressed. Health Sciences, in writing, of intent to withdraw. In Factors influencing the current and future delivery of the event the student does not notify the Dean, the health care and the implications for physical therapy student will receive a grade for the class. practice are discussed. Administrative functions of organizational design, development of policies Religious Holidays and procedures and staffing decision-making are The administration and faculty are sensitive to covered. the diverse religious affiliations of students. If an examination or other University activity is scheduled Basic Life Support for Health Care Providers (re- on the same day as a religious holiday, the student certification): This course is designed for health care should contact the appropriate faculty member to providers. After successful completion of this course, request other arrangements to complete the sched- the student will be re-certified in Basic Life Support uled activity. for Healthcare Providers according to the American Heart Association. The course will cover adult single Incomplete Grades and two-person BLS, adult and pediatric obstructed When a student is unable to complete a course airway management and pediatric resuscitation. In during the time allowed, an incomplete grade can be addition, the student will use the pocket mask and arranged. The incomplete grade is not a final grade the automated external defibrillator (AED). and will be replaced with the actual grade earned. To receive an incomplete grade, the student must contact the class instructor. Assignment of an incomplete Year 3 – Block VIII grade must be agreed upon by the instructor.

Clinical Internships 3 and 4: The last two clinical Grading System internships of 8 weeks each are supervised clinical ex- Students in the Doctor of Physical Therapy Pro- periences designed to emphasize the management gram are graded according to a percentage scale. of a variety of client/patient diagnoses. Direct patient Students must maintain an overall percentage aver- management by the student is the key to the clinical age of 75 on a scale of 100. rotation courses. The student may participate in a variety of administrative or educational pursuits related Financial Aid Eligibility to physical therapy while on this clinical internship. Students must show satisfactory academic prog- Clinical experiences that will provide the student ress to remain eligible for financial aid. For specific with an overview of the varying roles of other health eligibility requirements, refer to the section of this professionals in the health care delivery system are catalog labeled “Tuition and Financial Aid.” also incorporated. Graduation To receive a Doctor of Physical Therapy degree, a student must satisfy the following: Academic Standards and 1. A student who has been promoted to each Guidelines Registration progressive block shall be eligible for graduation when all requirements for graduation are fulfilled, Notification of availability and location of registra- including: tion forms will be made via the student portal. (For a. Pass all academic courses and clinical rotations.

88 This includes successful completion of non-graded preparation at the doctoral level. This is warranted “for credit” laboratory requirements and a compre- by the broadening of physical therapy through the hensive examination. identification and expansion of a unique body of b. Be recommended for graduation by the College knowledge and increases in the scope of practice and of Health Sciences Student Promotion and Evalua- professional responsibilities. The Postprofessional tion Committee (SPEC) to the CHS faculty, and the DPT Program allows clinicians to advance their cur- recommendation accepted by a majority of the rent physical therapy degree to the Doctor of Physical CHS faculty present at the meeting with that as an Therapy. agenda item. 2. Students who have not satisfactorily completed all Accreditation degree requirements prior to graduation may not Des Moines University has been approved by the participate in commencement exercises unless the Higher Learning Commission of the North Central dean has granted a variance with the concurrence Association of Colleges and Schools to offer the Post- of the appropriate SPEC. Except for the Programs in professional DPT Program and grant the Doctor of Health Care Administration and Public Health, Uni- Physical Therapy (D.P.T.) degree. Contact information: versity policy stipulates that under no circumstanc- Higher Learning Commission es will a variance be authorized to any student who North Central Association of cannot satisfy all degree requirements by July 31, College and Schools or earlier if so specified by a particular college, of 30 North LaSalle Street, Suite 2400 the calendar year of graduation. Chicago, Illinois 60602-2504. 3. Attendance at the graduation ceremony is required Phone 312-263-0456 or 800-621-7440 in order to receive the degree of Doctor of Physical FAX 312-263-7462 Therapy (DPT) for those graduating on time. www.ncahigherlearningcommission.org

Mission To advance the physical therapy profession by increasing the knowledge and skills that physical therapists need to practice effectively in a doctoral-level program. Postprofessional Doctor of Curricular Goals Physical Therapy Upon completion of the curriculum, the graduate of the Postprofessional DPT Program will es Moines University offers practicing be able to: physical therapists the opportunity to • Demonstrate and utilize a structured clinical Therapy Physical of Doctor Postprofessional earn a Postprofessional Doctor of Physi- D decision making process cal Therapy (D.P.T.) degree. The design of the • Implement a therapeutic plan of care based curriculum is online with each course offered upon conclusions reached during the clinical at least once within a 12-month time frame. decision making process One course, Manual Therapy Interventions, • Develop and demonstrate an advanced does have a hands-on component which can be knowledge base associated with the identi- fulfilled in one of three ways: through a week- fication of musculoskeletal, neuromuscular, end on the DMU campus, by submitting prese- cardiopulmonary and integumentary core lected continuing education course attendance content areas documentation, or by proof of certification in a • Provide appropriate physical therapy in- manual therapy area. tervention to a diverse patient population across the life span using the disablement The Profession and client management models The University’s Postprofessional DPT Program • Utilize outcome measurement for delivery of reflects the changing direction of the profession and care evaluation continuous advancements in medicine. The American • Use epidemiological principles and data to Physical Therapy Association supports and promotes plan, coordinate and provide appropriate entry to the physical therapy profession through

89 services for patients/clients/community Course Registration • Serve as a patient advocate Once you receive your acknowledgement of • Serve as an advocate for the physical therapy acceptance into the Postprofessional DPT Program, profession you may register for courses. Registration will be • Serve as a consultant completed and submitted online. • Promote the utilization of physical therapy services Technology Requirements • Respectively interact with all members of • A personal computer (Pentium or equivalent) with the healthcare team and/or community either Windows 2000, ME, or XP representatives • Minimum of 128 MB RAM, CD Drive, and audio capa- • Treat each patient as an individual bility is required • Microsoft Internet Explorer 5.5 or above • Modem with a minimum of 56 K connectivity speed Program Requirements • Internet access through an Internet Service Provider (ISP) • Graduate of an accredited physical therapy program • Ability to access plug-in resources for course work, and/or current U. S. licensure as a physical therapist such as Adobe Acrobat Reader • Access to a computer with the appropriate hard- • Word processing, spreadsheet and slide presenta- ware and software tion software comparable to Microsoft Office • Physical Therapy Practice – Although not required, employment as a physical therapist over the Basic knowledge of computer and Internet tech- course of your enrollment in the DPT curriculum nology is necessary. For technology competencies, would facilitate discussion of case studies and refer to the web site. application of required projects to a physical therapy practice setting Web Site • Six months of full-time employment in the For additional information on the Postprofessional United States DPT Program, please refer to the web site at www. *Not required for Des Moines University PT alumni dmu.edu/ppdpt.

Application & Admission Process Course Descriptions

You must complete an application in order to be PP DPT 1600 – Orientation: Orientation to the com- admitted to the Postprofessional DPT Program. The ponents of DMU and the Program that the student application should be completed and submitted will utilize in the curriculum. Content includes ap- online. For DMU alumni, the application can be found plicable policies and procedures, access to the DMU at www.dmu.edu/ppdpt/admissions/alumni/apply. For library and bookstore and the technology to be used non-alumni, the application can be found at www. in the curriculum. This course must be completed dmu.edu/ppdpt/admissions/nonalumni/apply. prior to beginning the first course in the Program. (0 1. Submit online application credit hours) 2. $50 application fee 3. Two letters of recommendation - one from a U.S. PP DPT 1601 – Business Management: This course trained and licensed Physical Therapist and one covers aspects of managing a business. Emphasis is from a leader in the health care field. Each letter on the design of a business, community needs analy- must be received in a sealed envelope from the ses, financial management, marketing and public re- letter writer written on official letterhead.* lations, quality improvement, the role of technology 4. Copy of your current U.S. Physical Therapy license and networking, as well as the roles of the physical 5. Applicants are required to submit a personal state- therapist as a consultant, conflict manager, negotia- ment of not more than one page explaining their tor and advocate. (3 credit hours) reasons for pursuing the Postprofessional DPT.* PP DPT 1602 – Individual and Family Aspects of * Not required for DMU PT alumni. Care: This course covers the individual characteristics

90 of the patient/client that need to be taken into con- ent management model, the processes of clinical sideration in the management of a patient/client’s decision-making and the effective/efficient use of care. Family dynamics are explored in relation to their resources. Cases will include patients/clients from impact on the health and health care decisions of a the four categories of conditions that make up the patient/client along with the PT’s role with respect to preferred practice patterns in the Guide to Physical issues of violence and abuse. (2 credit hours) Therapist Practice. This will include content in the areas of genetics and the immune system. All other PP DPT 1603 – Clinical Decision-Making: This courses must be completed prior to enrollment in course includes models for clinical decision-making this course. (3 credit hours) including the patient care management model as presented in the Guide to Physical Therapist Practice. **PP DPT 1608 – Clinical Medicine: Study of the Evidence-based practice and the critical evaluation of alterations of human health in response to various research are covered as well as concepts in epidemi- pathophysiological states. The principles of patho- ology and outcome measurement. (2 credit hours) physiology underlying major diseases will be discussed to gain an understanding of human responses PP DPT 1604 – Health Promotion and Prevention: to disease states and the implications of this for Concentration on the health promotion/prevention physical therapy management of patients. needs of diverse populations. Content includes theories on wellness, health behavior models, motivation- **PP DPT 1609 – Manual Therapy Intervention: al strategies, and the provision of services by PT’s that This course focuses on various joint mobilization and promote the health and quality of life of individuals manipulation theories and concepts as related to the and groups. Epidemiology is introduced for the spine and extremities. Joint biomechanics and neural purposes of planning health promotion/prevention control mechanisms as related to these manual tech- services, as well as the impact of nutrition on health. niques will be included. Standardized tests and measures, interpretation of data collected and development of a plan of care **Not required for Des Moines University DPT alumni related to health promotion/prevention are primary components of this course. (3 credit hours) Academic Standards and PP DPT 1605 – Clinical Imaging and Pharmacol- Guidelines Registration ogy: Technical and interpretive aspects of diagnostic imaging/radiology and clinical laboratory results as Students in the Postprofessional DPT Program related to diagnoses commonly treated by physical must register for classes during the designated regis- therapists. The second unit covers the concepts of tration dates each year. Notification of availability and pharmacologic management of patients/clients and location of registration forms will be made via the Therapy Physical of Doctor Postprofessional the interrelationship of pharmacologic management student portal. with PT interventions. (2 credit hours) Dropping a Class PP DPT 1606 – Motor Control Theory and Analysis: Students may drop a course at any time during a Investigation of the various theories and differences module. If withdrawal from a class becomes neces- between central and peripheral mechanisms of mo- sary, the student must notify the instructor and the tor control. Identification of functional and dysfunc- course coordinator. tional movement patterns. Mechanisms underlying gait changes in various pathologic conditions will Incomplete Grades be explored. Opportunities to study various forms When a student is unable to complete a course of motion analysis/motion analysis devices will be during the time allowed, an incomplete grade can be included. Kinetic and kinematic data from motion- arranged. The incomplete grade is not a final grade analysis devices will be used to analyze motion. (2 and will be replaced with the actual grade earned. credit hours) To receive an incomplete grade, the student must contact the class instructor. Assignment of an incom- PP DPT 1607 – Clinical Applications: Case scenarios plete grade must be agreed upon by the instructor. to refine/integrate the components of the patient/cli-

91 Grading System Students in the Postprofessional 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.

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 Promotion and Evalua- tion 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. 2. Students who have not satisfactorily completed all degree requirements prior to graduation may not participate in commencement exercises unless the dean has granted a variance with the concurrence of the appropriate SPEC. University policy stipulates that under no circumstances will a variance be authorized to any student who cannot satisfy all degree requirements by July 31, or earlier if so specified by a particular college, of the calendar year of graduation.

92 Tuition & Financial Aid

Tuition and Fees D.P.M...... $0 PA ...... $0 uition, fees and policies for the Univer- DPT ...... $25 sity’s education programs are subject PPDPT (non-alumni only) ...... $50 Tto change. Tuition and fees, payment M.H.A., M.P.H – $45 policies and procedures may be viewed on the DMU web site at www.dmu.edu/accounting. Seat Deposit D.O. (non-refundable) ...... $1,000 Note: Financial Summary is based on 2007-08 academic D.P.M.: (non-refundable) ...... $500 year tuition & fees. PA: (non-refundable) ...... $250 DPT (non-refundable) ...... $250 Tuition M.S. in Biomedical Sciences or Anatomy ...... $0 D.O...... $32,830 PPDPT ...... $0 D.P.M...... $23,885 M.H.A., M.P.H ...... $0 PA ...... $23,190 DPT...... $19,945 Technology Fee M.S. in Biomedical Sciences ...... $9000 PPDPT (each trimester, M.S. in Anatomy ...... $9000 non-alumni and preceptors) ...... $25 M.H.A, M.P.H. (each trimester) ...... $75 By Credit Hour: M.H.A., M.P.H...... $420/credit hour Miscellaneous Fees* PPDPT (DMU PT alumni) ...... $400/credit hour • Dean’s Letter (D.O.; students first 10 free, PPDPT (non-alumni) ...... $450/credit hour alumni first 20 free)...... $1 per copy PPDPT (preceptor) ...... $400/credit hour • Evaluation Copy (D.O.; first 10 free) ...... $1 per copy Please see the ‘Dual Enrollment Students’ section for • Fax Fee...... $10 additional rates. • Overnight Mail...... $20 • Parking Registration (1 time only per car) ...... $40 Academic Fees • Recommendation Letters (all programs unless otherwise specified) (D.O.; first 10 free) ...... $1 per copy Audit Fee (M.H.A., M.P.H.; • Replacement Diploma ...... $50 not for credit) ...... $210/credit hour • Transcript Fee (students first 10 free, Change of Registration Fee alumni first 20 free)...... $5 per copy (M.H.A, M.P.H., PPDPT) ...... $25 • University group health insurance is available...... Late Registration Premium depends on coverage selected. (D.O., D.P.M., PA, DPT) ...... $10/day, $30 max. * Requests processed upon receipt of payment Reinstatement Fee – Aid & Financial Tuition return exceeding 180 days from withdrawal date Other Fees (D.O., D.P.M., PA, DPT)...... $125 (all programs unless otherwise specified) Repeated Course (D.O., D.P.M., PA, D.P.T.) ...... $225 Finance Charge...... 1.5 percent per month Repeated Course (18 percent APR) (M.H.A., M.P.H., PPDPT) ...... Actual course tuition Library Fines: • Reserved: After 6 weeks, replacement cost Application Fee plus fines ...... $.50 per hour D.O...... $50 • Books, Journals: After 6 weeks, replacement cost M.S. in Biomedical Sciences or Anatomy ...... $45 plus fines – $1 per day

93 Parking Fines, per violation: located on the student portal or Accounting home • With valid sticker ...... $25 page (www.dmu.edu/accounting) • Without valid sticker ...... $50 Note: All payments received in the Accounting Office Late Payment Fee ...... $10 after 2 p.m. will be posted to the account on the next Return Check (NSF fee)...... $20 business day. Membership Fees (annual): D.O., D.P.M., PA, D.P.T., Anatomy and Biomedical • APMSA dues (D.P.M.) ...... $150 Sciences Programs: Tuition is based on an academic • APTA dues (DPT) ...... $80 year with payment periods in two equal installments. • IPTA dues (DPT) ...... $20 Due dates are published on the Accounting website. All seat deposits will be applied toward tuition. Gov- erned by federal regulations, student loan disburse- Financial Statement ments will be applied to student tuition accounts within three (3) working days after DMU receives EFT Information pertaining to the financial position disbursements from lenders or after DMU receives of the University is available upon written request. endorsed lender checks from students. Please direct inquiries to: Chief Financial Officer, Des Failure to pay an account in full by the tuition due Moines University, 3200 Grand Avenue, Des Moines, date will result in the following: Iowa 50312-4198. 1.) A student will be asked to sign a promissory note. If no promissory note is signed, the student will be immediately placed on an Administrative Leave of Payment of Tuition and Fees Absence. 2.) The account will be viewed as having a delinquent • College of Osteopathic Medicine status. Students having delinquent accounts • College of Podiatric Medicine and Surgery will not be permitted the following privileges: • Physician Assistant Program registration, admission to classes, transcripts, and • Doctor of Physical Therapy a diploma. 3.) Finance charges will accrue from the original Tuition, fees and policies for the University’s edu- tuition due date if the outstanding balance is not cation programs are subject to change. paid within 60 days. Finance charges accrue at a Tuition, fees and other balances reflected as rate of 1.5 %/month (18% APR). University accounts receivable are to be paid in the Accounting Office, which is located on the 4th floor Dual Enrollment Tuition Payment of the Academic Center, Room 417. Please make payments payable to Des Moines University (DMU). If DUAL ENROLLMENT FEES, 2007-2008 (eff 9/4/07) mailing payments, please send to: Attn: Accounting, Application Fee ...... $45 Des Moines University, 3200 Grand Ave, Des Moines, MHA-Master’s ...... $210/credit hr. IA 50312-4198. Tuition due dates and grace period MPH-Master’s ...... $210/credit hr. end dates may be found in the disbursement dates Audit Fee (MHA/MPH)...... $105.00/credit hour section of Accounting’s website at www.dmu.edu/ac- Anatomy-Master’s...... $4500/academic year counting. Biomedical Sciences-Master’s..... $4500/academic year Accepted forms of payments are: cash, check (per- Finance Charge (begins to accrue sonal, loan, scholarship, certified, and money order), from course start date)...... 1.5 %/Month (18% APR) Electronic Funds Transfers of loan disbursements Change of Registration Fee ...... $25 from participating lenders/services, and credit card. DMU accepts Visa, MasterCard, Discover, and MHA/MPH Dual Enrollment American Express credit card payments. Credit card Full-time D.O., D.P.M., D.P.T. and PA students at the payment is only accepted on the portion of tuition University have the option of taking MHA/MPH cours- not covered by financial aid (including loan funds es at dual enrollment status, subject to the terms of &/or scholarships), and will only be processed once their program handbook. the student has received the tuition billing notifica- Tuition payment is due in full prior to the start of tion. To make a credit card payment, please visit the the first class session for the courses. Students will be Accounting office, call 515-271-1530 or 800-240-2767 withdrawn from the course(s) if payment/arrange- extension 1530, or submit the secure online form

94 ment is not received. Any changes in registration must be made no later Concerning Financial Aid: Financial aid is not avail- than the add/drop date of the course for tuition to be able from federal Title IV loans or programs while a waived. A non-refundable change of registration fee student is repeating courses or rotations. Alternative will be assessed. financial aid may be available for living expenses. A Please refer to MHA/MPH Tuition/Fees Payment repeating or readmitted student is not always consid- Policy Section for further information. ered full time and may not be eligible to defer prior student loans. MS in Biomedical Sciences/Anatomy Full-time D.O. and D.P.M. students at the University Readmission/Leave of Absence Policy have the option of earning an M.S. in Biomedical Sci- This policy is applicable when: ences or Anatomy at dual enrollment status, subject • A student is approved to return from a leave of to the terms of their program handbook. absence within one year of the effective leave Tuition payment for the first year in the Biomedi- begin date. cal Sciences program will be due according to the • A student is officially readmitted into his/her students’ second year full-time program due dates. original program within five years of the official Students will take a leave of absence from their date of withdrawal or dismissal. full-time program in their third year to complete the second year of their Biomedical Sciences program. Upon receiving an official acceptance to return, Second year of their Biomedical Sciences tuition will tuition and fees along with a reinstatement fee be due according to their third year tuition due dates. will be assessed. Tuition and fees are due when the Students must complete the degrees within five student registers or the first day of class, whichever years. comes first. The returning student is subject to all Tuition payment for the first year in the Anatomy tuition and fee payment, tuition and fee policies and program will be due according to the students’ sec- procedures, financial aid, etc., and University policies ond year full-time program due dates. Second year that are in effect at the time. Enrollment status will of their Anatomy program will be completed during be based on number of credit hours and determined their second year full-time program. Students must according to the enrollment status policy. complete the degree within five years. The returning student that is required to repeat courses will be charged the repeated course fee for Tuition Charges For Curricular Options each course. Tuition will be charged at the current academic Directed Studies year’s published rate minus any applicable tuition • Students placed on directed studies are charged a credit originally retained by DMU for each grade total of four years of tuition for the five years of the level. (i.e. Student withdrew after completing first program. half Year I, readmitted as full-time Year I, charged • A student placed on directed studies before the current academic year’s tuition minus amount re- second-term tuition is due will be charged the tained for original Year I.) regular second half of tuition. A student placed on For financial aid purposes only, these rules directed studies after paying second-half tuition govern an approved leave of absence: does not receive a refund or adjustment of tuition. 1. You must request a leave of absence in writing • Applicable tuition and/or fees will be charged dur- at your Dean’s office. ing the second year (such as a repeated course or 2. You can have only one approved leave of Tuition & Financial Aid & Financial Tuition membership fees). absence in any 12-month period. • Directed studies is a full-time, extended medical 3. If your leave of absence is for more than 180 days, school curriculum. A student on directed studies the refund policies listed in this section will apply. is full time for maintenance of student loans and deferment of prior student loans. Return of Computer Equipment • During the second year of directed studies, a stu- A student who withdraws or is dismissed must dent is not eligible for Title IV financial aid. Alterna- return all DMU issued computer equipment. Students tive (non-federal) financial aid may be available for must have the equipment returned to the Informa- living expenses. tion Technology Services department prior to final

95 approval by the Dean’s Office. Failure to return any tuition due by the last day of the course. Finance equipment before the absence will result in an charges will be charged until full payment is received. automatic hold on all records, including the academic transcript. The student will also be billed for Finance charges accrue at a rate of 1.5 percent per the equipment as per the laptop and/or handheld month (18 percent APR) on account balances existing agreement(s) originally signed. after the due dates stated above. Students having delinquent accounts will not be permitted the following privileges: registration, admission to classes, • Postprofessional DPT transcripts and a diploma or certificate. • Public Health Program Note: All payments received in the Accounting Office • Health Care Administration Program after 2 p.m. will be posted to the account on the next business day. Tuition, fees and policies for the University’s edu- Tuition, fees and other balances reflected as cation programs are subject to change. University accounts receivable are to be paid in the Tuition and technology fee payments are due in Accounting Office, which is located on the fourth full prior to the start of the course. Students will be floor of the Academic Center, Room 417. Please make withdrawn from the course(s) if payment/arrange- payments payable to Des Moines University (DMU). If ment is not received by 2 p.m. of the first business mailing payments, please send to: Attn: Accounting, day following the third class session, first weekend Des Moines University, 3200 Grand Ave, Des Moines, session or prior to the end of the second week of an IA 50312-4198. online course. Accepted forms of payments are: cash, check (personal, loan, scholarship, certified, and money order), Students receiving employer tuition reimburse- Electronic Funds Transfers of loan disbursements ment: The Accounting Office will require a copy of from participating lenders/services, and credit card. the employer/student agreement. It is the student’s DMU accepts Visa, MasterCard, Discover, and responsibility to provide the required information to American Express credit card payments. Credit card an employer for tuition and fee reimbursement. Pay- payment is only accepted on the portion of tuition ment, for any portion not covered by the employer, not covered by financial aid (including loan funds is due by 2 p.m. of the first business day following &/or scholarships), and will only be processed once the third class session, first weekend session or prior the student has received the tuition billing notifica- to the end of the second week of an online course. tion. To make a credit card payment, please visit the Employers must pay their portion within 30 days after Accounting office, call 515-271-1530 or 800-240-2767 the end of the trimester. Finance charges will start to extension 1530, or submit the secure online form accrue 30 days after the end of the trimester on the located on the student portal or Accounting home employer’s portion. page (www.dmu.edu/accounting).

Students receiving financial aid: The Account- Course Addition ing Office will work with the Financial Aid Office to Students can be added to a course roster after the verify the amount of loan money the student will be start date if they receive approval from the course receiving. Loan checks will be applied to your tuition instructor and it is before the end of the third class account for all courses for the trimester before any session, the end of the first weekend session or the living expense refunds are processed. Payment, for end of the second week of an online course. any portion not covered by loan disbursement, is due by 2 p.m. of the first business day following the third Course Withdrawal class session, first weekend session or prior to the Students may drop a course at any time during the end of the second week of an online course. Finance trimester. charges will be charged until full payment is received. • For students withdrawing prior to the end of the third class session, end of the first weekend session, MHA/MPH Only - Payment plan: Payment plans or for online courses, two full weeks from the start are per course and require one-half tuition plus the date: No tuition will be charged if the Registrar’s technology fee paid prior to the start of the first class office is contacted by the deadline. The current session for the course with the remaining one-half Change of Registration fee will be charged to the

96 student’s tuition account. Financial Aid • For students withdrawing after the third class session, the end of the first weekend session or for online courses, after two full weeks from the start University Refund Policies date but during the first 50% of the course: Full tu- Federal regulations require the University to cal- ition charge, no Change of Registration fee. There is culate a possible return of Title IV federal financial aid no second tuition charge for the same course if it is you obtained for tuition and fees if you withdraw, are retaken during one of the three trimesters following suspended, dismissed or take an approved leave of the withdrawal date. absence of more than 180 days before completion of • For students withdrawing during the second 50% the term for which you are registered. Return of funds of the courses or after the course is over: Full tuition calculations are based on the effective date of your charge, no Change of Registration fee. There is no withdrawal or leave of absence or the effective date second tuition charge for the same course if it is of an administrative action. retaken during one of the three trimesters following Each University program collects tuition and fees the withdrawal date. by academic term or by trimester (payment period). You receive financial aid by academic term or trimes- Independent Study Courses, Internships, ter. A return of funds calculation is based on how Research and/or Management Projects many days you actually spent in your current term or • For students withdrawing within 3 months of the trimester (payment period). In specific terms, a return start date (example - start date September 15, must of funds calculation will be made if you change your withdraw by 4:30 p.m. (CST) December 15: No tu- status before you complete 60 percent of the term ition charged if the student contacts the Registrar’s or trimester for which you have been charged tuition office within 3 months of the start date. Current and fees. A change in your status after completion of Change of Registration fee charged. 60 percent of the term or trimester (payment period) • For students withdrawing three to six months fol- results in no refund. This method will apply regardless lowing start date (example - start date September of whether you received Title IV financial aid or not. 15, must withdraw by 4:30 p.m. (CST) March 15): Full Title IV funds must be paid back in the following tuition charge, no Change of Registration fee. There order: is no second tuition charge for the same course if it Federal Unsubsidized Stafford Loan is completed within 1 year of the withdrawal date. Federal Subsidized Stafford Loan • For students withdrawing six months or more Federal Perkins Loan after start date (example - start date September Federal Grad PLUS Loan 15, withdraw after 4:30 p.m. (CST) March 15): Full tuition charge, no Change of Registration fee. There Example 1 – Return of funds required is no second tuition charge for the same course if You begin a program on August 12 for a term that it is completed within the 6 month period after the ends January 1. Your term contains 143 days. (Your withdrawal date. Christmas break of 12 days is subtracted from the days in the term.) You take a one-year leave of ab- All tuition and fee refunds resulting from with- sence on September 27. Because your leave is more drawal are subject to University and federal regula- than 180 days, we must calculate a possible return of tions. funds. You completed 47 days in your term (August Changing Registration: MHA and MPH students 12 to September 27), or 35.9 percent of the term. have the option to change their registration from

Under federal rules, you earned 35.9 percent of your Aid & Financial Tuition credit to audit or from audit to credit (does not apply financial aid. The University must return 64.1 percent to online courses). Students must notify the instruc- of your Title IV aid to your banks or lenders. tor of their intentions no later than the third class session or by the end of the first weekend. A Change Subsidized Stafford Loan ...... $4,250.00 of Registration fee, plus the appropriate tuition, will Unsubsidized Stafford Loan ...... $15,000.00 be assessed. Total Title IV borrowing...... $19,250.00 Total Title IV applied to charges...... $12,737.50 Percent you earned ...... 35.9% or $4,572.76 (.359 x 12737.50)

97 Amount returned by us ...... $8,164.74 Loans ($12,737.50 minus $4,572.76) Amounts returned to loans...... – $8,164.74 to • Federal Stafford Student Loan – Loan limits are Unsubsidized Stafford Loan $8,500 per year as a graduate or professional stu- Amount retained by DMU ...... $4,572.76 dent. All students are eligible to apply. Students are not charged interest while enrolled full time. Need If you return to your program after your leave of analysis is required. Interest rate is 6.8%. Obtained absence, you will receive $4,572.76 credit. If you do by applying directly to a lender. not return, we will retain that money. Any loan funds • Federal Unsubsidized Stafford Loan –Loan limit is that were refunded to the student must be returned $12,000 to $38,667 (based on program and/or length in accordance with the terms of the promissory note. of enrollment period) per year for graduate/professional students. Interest is charged during in-school Example 2 – No return of funds required period. Interest rate is 6.8%. Need analysis (FAFSA) is You begin a program on August 12 that ends required. Obtained by applying directly to a lender. January 1. Your term contains 143 days. (Your winter • Federal Grad PLUS Loan – Load limit is maximum break of 12 days is subtracted from the days in the cost of attendance budget, minus all other financial term.) You withdraw on November 8. You completed aid resources. Interest rate fixed at 8.5% accrues 89 days in your term (August 12 to November 8), or in school and a fee of up to 4% is deducted at 67.9 percent of the term. Under federal rules you disbursement. Requires credit approval. FAFSA is have earned all of your financial aid and no University required. Obtained by applying directly to a lender. refund is required. • Federal Perkins Student Loan – Obtained by applying through the University’s Financial Aid Office. Stafford Student Loan...... $4,250.00 All students are eligible to apply. Parental informa- Unsubsidized Stafford Loan ...... $5,000.00 tion is required. Students are not charged interest Total Title IV borrowing ...... $9,250.00 while in school. Need analysis is required. Interest Title IV applied to charges ...... $9,037.50 rate is fixed at 5 percent. Limited funds available to Percent you earned ...... 100% students with exceptional financial need. Maximum Amount returned by school ...... None of $6,000 per year graduate/professional. • Super Primary Care Loan – Obtained by applying General Financial Aid Policies through the University’s Financial Aid Office. Avail- The University attempts to make adequate finan- able only to fourth-year D.O. students who agree cial assistance available to all students in all programs to complete a primary care residency and practice within the limits of each student budget and the in primary care until the loan is paid in full. This is a availability of financial aid. Each of our programs has federal government loan that is based on exception- a carefully considered and comprehensive student al financial need and requires parental information. expense budget that is designed to cover tuition, Interest rate is fixed at 5 percent, and interest does program costs and reasonable living expenses. not accrue during school or residency. Loan amount Budgets are designed for the student only and are is up to $100,000 and loan proceeds are used to pay not intended to cover family living expenses. If you off prior years DMU medical school loans. All fourth- are married, the University expects your spouse to be year D.O. students are notified in the fall of loan a major contributor to family expenses. If you have requirements, application procedures and deadline children for whom your spouse must be a caregiver information. Limited funds. and cannot work, or if you are a single parent, you • Emergency Loan – The University will loan full-time must arrange for outside financial support in addition students up to $1,000 for emergencies. Applications to financial aid. can be obtained through the Business Office/ The University takes seriously its responsibility to Accounts Receivable desk. The student’s tuition ac- provide a reasonable expense budget and to monitor count with the University must be current (fully paid). long-term student debt. Students will not be allowed • Alternative Loans – Alternative loans are available unlimited borrowing simply because loan programs to help students meet their school approved cost may be available. of attendance budget. Alternative loans require the borrower to have good credit and/or may require a creditworthy co-signer.

98 Scholarships student. No application is required; recipient(s) are nominated by Dean(s). • Health Professions Scholarship Program – • William Anderson, D.O. Scholarship- Scholar- Provided by the military services (Army, Navy, Air ship to be awarded (pending available funds) to Force). You apply directly to one of the services a deserving minority student based on academic through a military recruiter. Each scholarship pro- merit and financial need. No application is required; vides the costs of tuition, required fees, health insur- recipient(s) are nominated by Dean(s). ance, required books and equipment and a monthly • Iowa Farm Bureau Federation Scholarship living allowance. After completion of your residency, – Three annual awards of $5,000 provided to you must repay one year of military service for each students who make a commitment to practice in year of scholarship. Currently, only D.O. students Iowa. Recipients are required to sign a statement of may apply. intent to practice in Iowa. No application is required; • Indian Health Service – Provided by the Indian recipient(s) are nominated by Deans. Health Service, U.S. Department of Health & Human • Glanton Scholarship- Scholarship developed to Services. You apply directly to the service. Each increase diversity at DMU. Eligibility is limited to scholarship provides the costs of tuition, required African American, Native American and Hispanic fees, health insurance, required books and equip- students in full-time on-campus programs. No ment and a monthly living allowance. After com- application is required; nominations will be made pleting a D.O. or D.P.M. residency, you must repay by Dean(s) and Enrollment Management Office. one year of service for each year of scholarship. Scholarship is for incoming students, and is renew- Preference may be given to members of feder- able based on acceptable academic progress. ally recognized Native American tribes and Alaska • School as Lender Scholarships - Need-based natives. Contact the Financial Aid Office for current scholarship program. Need is determined with a information. valid FAFSA. Preference is given to students who • National Health Service Corps – Provided by the demonstrate academic achievement and/or a com- U.S. Public Health Service, U.S. Department of Health mitment to service, as defined by the Dean of each and Human Services. You apply directly to the ser- College. No application is required; recipients are vice. Each scholarship provides the costs of tuition, nominated by Deans. required fees, health insurance, required books and equipment, and a monthly living allowance. Program-Specific Scholarships/ After completing a D.O. residency or directly after Loan Repayment Programs completing a P.A. program, you must repay one year of service for each year of scholarship. Contact the College of Osteopathic Medicine Financial Aid Office for current information. Obtain an application from the Financial Aid Office. • Academic Achievement Scholarship – Available University Scholarships to second-, third- and fourth-year students. Mini- mum award of $1,000 based on academic record. • John and Mary Pappajohn Scholarship - Two • Clinical Excellence Scholarship – Available to annual awards of $5,000 to full-time DMU students third- and fourth-year students. Minimum award of based on entrepreneurial skills. If possible, prefer- $1,000 based on clinical rotation evaluations. ence is given to ethnic, minority and disadvantaged • Disadvantaged Scholarship – Available to students. Students are notified when the online second-, third- and fourth-year students. Minimum award of $1,000 based on family background and/or

application is available. Aid & Financial Tuition • Claude Oster Scholarship - Available to all stu- low family income. dents accepted or enrolled full time at Des Moines • Merit Scholarships – Available to first-year stu- University with preference given to students en- dents. Minimum award of $2,500 (renewable) based rolled in COM. Priority will be given to dependents on academic achievement and professional promise. of members of the United Auto Workers. Students • Military Service Scholarship – Available to sec- are notified when the online application is available. ond-, third- and fourth-year students. Minimum • Joseph Dorgan Memorial Trust - Scholarship to be award of $1,000 based on prior/current military used to support African American or other minority service, affiliation and interest. • Service Scholarship – Available to second-, third- and fourth-year students. Minimum award of $1,000 99 for service as an elected student officer, demon- academic record and community service. Amounts strated research and publication or excellence in vary. Contact the Dean’s Office. volunteer service. • PICA (Podiatry Insurance Company of America) • Indian Health Service and National Health Scholarships – Up to $2,500 based on academic Service Corps Loan Repayment Programs – Both merit and professional promise. Contact the Dean’s agencies will contract with graduate physicians to Office. practice at an Indian Health Service site or feder- • Washington State Podiatric Medical Association ally designated Health Professions Shortage Area – Erickson Memorial Scholarship and Parrett Schol- (HPSA). Student loan debt is reduced in proportion arship Foundation provide awards to Washington to the number of years served, up to a maximum of state residents who are enrolled in the College of four years. Contact the agency for more information Podiatric Medicine and Surgery. Contact the Finan- • Iowa Osteopathic Forgivable Loan – Available to cial Aid Office. D.O. students only who are Iowa residents. Need • Podiatry Foundation of Pittsburgh – Awards of analysis not required. After residency, a student $1,000 to $2,500 for rising first- and third-year stu- must practice one year in Iowa for every two years dents who are from western Pennsylvania. Contact the loan was taken. Amount varies according to the Financial Aid Office. state appropriation. Heavy interest penalty for non- • Arkansas Podiatric Grant – Up to $6,400 per year Iowa medical practice. as a forgivable loan. Must be an Arkansas resident, • Iowa Osteopathic Physician Recruitment Pro- and must return to practice in Arkansas one year for gram – Up to $100,000 of student debt reduction in each year of loan. Contact the Financial Aid Office. return for four years of practice in an Iowa shortage • Mississippi Podiatric Scholarship – Variable or medically underserved community. Available to amounts. Must be a Mississippi resident, and must any D.O. with an Iowa license. Contact the Financial return to practice in Mississippi one year for each • Aid Office. year of scholarship. Contact the Financial Aid Office. • North Carolina Student Loan Program for College of Podiatric Medicine and Surgery Health, Sciences and Mathematics – $8500 per Obtain applications from the Dean’s Office or as noted. year. Must be a North Carolina resident. The loan ob- • University Merit Scholarship – Renewable scholar- ligation may be forgiven through approved employ- ships ranging from $2,000 to $4,000. Awarded to ment within the state of North Carolina provided first-year students based on outstanding academic the recipient works in the field that he/she was performance prior to matriculation into the College funded. One calendar year of full-time employment and continued demonstration of academic excel- in a designated shortage area is required for each lence. Contact the Dean’s Office. year the loan was received. Contact (919) 549-8614 • Dean’s Scholarship – Awarded to entering first- or the Financial Aid Office for information. year students in the amount of $2,000 to $4,000 • Indian Health Service Loan Repayment Program based on academic performance, community ser- – Graduate podiatric physicians can contract with vice and extracurricular activities prior to matricula- the Indian Health Service, U.S. Department of Health tion in the College. Non-renewable. and Human Services, to practice at an Indian Health • College of Podiatric Medicine Merit Scholar- Service site in return for repayment of a portion ship – Awarded to upperclassmen in the amount of of student loans. Contact the Dean’s Office or Finan- $2,000 to $4,000 based on outstanding academic cial Aid. performance, clinical performance or community service. Non-renewable. College of Health Sciences • CPMS Clinical Competency Scholarship – A $1,000 Physician Assistant Program scholarship awarded to the third-year student dem- • Academic Merit Scholarship – For first-year onstrating excellence in clinical performance. students. Three to five $1000 - $1500 scholarships • CPMS Advancement Scholarship – This $1,000 will be distributed based on academic record and award is awarded to the student demonstrating the professional promise. Recipients will be notified. greatest improvement in class rank from the end of • National Health Service Corps – Provided by Year I to the end of Year II. the U.S. Public Health Service, U.S. Department of • The Fund for Podiatric Medical Education – A Health and Human Services. You apply directly to variety of scholarships available to third- and fourth- the service. Each scholarship provides the costs of year students. Awards are based on financial need, tuition, required fees, health insurance, required 100 books and equipment, and a monthly living allow- Federal Perkins Loan – Same as Stafford ance. After completing a D.O. residency or directly Alternative Loans – Same as Stafford after completing a P.A. program, you must repay one year of service for each year of scholarship. Con- Grants/Scholarships tact the Financial Aid Office for current information. Military Scholarship – Tuition is credited directly to your account. Books and equipment allowance College of Health Sciences is paid directly to you by federal check. Monthly Doctor of Physical Therapy & Professional DPT stipend is paid directly to you by federal check. Programs Indian Health Service – Same as military • Academic Merit Scholarship – For first-year Public Health Service – Same as military students. A number of $2500 scholarships for new University Work Program – Wages paid directly to students based on academic record and profession- you via EFT once per month al promise. Non-renewable. Contact the Program Iowa Osteopathic Forgivable Loan – Paid in full by Director. a State of Iowa check. Counts as financial aid. Other scholarships are paid once or twice a year College of Health Sciences depending on the source. Health Care Administration & Public Health Programs Notice of Awards • Academic Merit/Community Service Scholarship An award letter sent by the Financial Aid Office – Scholarships ranging from $250 to $1,000 notifies a student for these programs: are awarded to students who show academic • Federal Stafford Loan promise and who have made significant contribu- • Federal Unsubsidized Stafford Loan • tions in the area of community service. Contact the • Federal Grad PLUS Loan Program Director. • Federal Perkins Loan • Primary Care Loan • Program Scholarships • Alternative Loans (please note the lender actually Payment of Financial Aid approves the loan)

Tuition for DO, DPM, PA, PT and Master’s degree An award letter directly from the granting agency Programs is collected in two equal installments. Half notifies students for these programs: of the annual tuition is due at registration (first term) • Iowa Osteopathic Forgivable Loan and the second half is due on a date to be published • Military Scholarship by the Accounting Office. Term starting dates are es- • Public Health Service Scholarship tablished by the programs and the Registrar’s Office; • Indian Health Service Scholarship see the University calendar. Tuition for the MHA and MPH Programs is charged by the credit hour, refer to Federal Perkins Student Loan Program the Accounting section for more information. Selection Criteria As a general rule, all loans are disbursed in two Students in all of the University’s academic pro- equal installments. The following chart illustrates grams may apply for a Federal Perkins Student Loan. current regulations governing payment of aid: The loan application is available from the Financial Aid Office. Loans Tuition & Financial Aid & Financial Tuition Federal Stafford Loan – Half is disbursed at registra- Procedure: tion, the second half after 50 percent of the aca- • Obtain a Perkins Loan Application from the Finan- demic year is completed. Checks or electronic fund cial Aid Office. transfers are co-payable to you and the University. • Be in compliance with all current Title IV eligibility Federal Unsubsidized Stafford Student Loan requirements. – Same as Stafford • Include parental information on the FAFSA and Federal Grad PLUS Loan – Same as Stafford provide a copy of parents tax form (required for Super Primary Care Loan – Loan proceeds are used consideration). to pay back prior loans borrowed while attending DMU. 101 Selection: Satisfactory Academic Progress for • Awards are based on demonstrated exceptional Financial Aid Eligibility financial need. Parental information required. Students in each of the University’s education • Applicants are ranked in order of need as deter- programs must show satisfactory academic progress mined from the FAFSA. to remain eligible for financial aid. The requirements, • Loans are credited directly to the tuition account. by program, are as follows: • Other eligibility requirements may be established. Osteopathic Medicine Program Conflicting Information 1. Maximum length of program: The program must If a review of student financial information reveals be completed in six years. An approved leave of discrepancies or shows conflicting information, no absence is not included in the six-year limit. federal, state or other financial aid will be released 2. A student must maintain a 70 percent average or until the discrepancy or conflicting information is equivalent. For courses graded Pass/Fail, a Pass is resolved. The following guidelines concerning dis- equivalent to 70 percent or higher. crepancies are in effect: 3. A grade of Incomplete or Withdrawal is equivalent • Students who fall into this category will be notified to No Hours for the course or system. in writing. 4. A repeated course or system with a grade of P or 70 • A written statement of the discrepancy or conflict- percent or higher will be credited to the course or ing information will be provided to the student. system in the academic year taken. • The student will be given every opportunity to provide an explanation or documentation to resolve Satisfactory Progress: the conflict. • To progress to Year II, a student must successfully pass all Year I courses. Verification of Student Financial Information • To progress to hospital/clinic rotations (Years III and Students selected for verification of information IV), a student must successfully pass all Year II courses are governed by this policy: and pass Level I of COMLEX. A student must also pass • From the date of notification by the Financial Aid all required “for credit” laboratory courses. Office, the student will have 60 days to supply the • To graduate, a student must successfully pass all necessary documentation. hospital/clinic rotations and Level II of COMLEX. • Failure to provide required documentation will re- • A failure in any course/system/hospital/clinic rotation sult in the withholding of all Title IV disbursements. or “for credit” laboratory course must be remediated • A student selected for verification will be notified, before advancing to the next grade level. in writing, at the current address of record. • A student must submit the verification worksheet, a Master of Science in Anatomy Program copy of his/her 1040, 1040A or 1040EZ or statement 1. Maximum length of program: The program must of non-tax filer status and any other documentation be completed in five years. An approved leave of required to resolve conflicting information. absence is not included in the five-year limit. 2. A student must maintain a cumulative percentage Other Financial Aid Policies average of 85 percent or greater in the following The University has adopted the following policies four classes: Gross Anatomy, Cell and Tissue Biology, governing student budget items and availability of Neuroanatomy and Human Development. student financial aid. 3. A student must maintain a cumulative 80 percent average or higher. Budget Adjustments 4. A grade of incomplete or withdrawal is equivalent to In certain documented circumstances a student’s no hours for the course. cost-of-attendance budget may be increased to 5. A repeated course with a grade of P or 70 percent or receive additional funds. These may include but are higher will be credited to the course in the academic not limited to: child day care costs, un-reimbursed year taken. medical expenses, costs associated with a disability 6. A student must successfully complete the compre- or certain other unforeseen expenses (not associated hensive examination. with living expenses, car payments, credit card payments, etc.) If you think you may qualify, contact the Financial Aid Office for more information. 102 Master of Science in 2. Academic grades: A student must maintain an Biomedical Sciences Program overall percentage average of 80 based on a scale 1. Maximum length of program: Although the proof 100. For courses graded Pass/Fail, a Pass grade is gram is designed to be completed in two years, equivalent to 80 percent or better. a student may take up to five years to complete 3. The DPT Program is measured in blocks, with nine it — three years to complete the first 23 hours of blocks in the entire course of study. class; two years to complete final classes and com- • Year I consists of Blocks I, II and III. plete the 15 hours of research. An approved leave • Year II consists of Blocks IV, V and VI. of absence is not included in the five-year limit. • Year III consists of Blocks VII, VIII and IX. 2. A student must maintain a cumulative 80 percent In addition to maintaining an overall percentage average or higher. average of 80, a student must complete Blocks I 3. A grade of 70% will be given for any remediated and II to be judged as making satisfactory progress course (this will seriously effect a student’s ability in Year I. The student must complete Blocks IV and to maintain an 80% average). V to be judged as making satisfactory progress in Year II. The student must complete Blocks VII and Satisfactory Progress: VIII to be judged as making satisfactory academic • Successfully complete all required classes. progress in Year III. • Choose thesis laboratory in the first year 4. All other academic requirements for advancement • Successfully propose thesis project or promotion apply as specified in the Student • Progress appropriately on thesis project Handbook and catalog. • Successfully defend thesis work (requires both oral 5. An incomplete or withdrawal is considered as “a and written defense) course attempted” and will be calculated in the percentage completed. A repeated course will be Podiatric Medicine Program treated in a similar way. 1. The student must have completed 70 percent of the work each year based on credit hours as deter- Physician Assistant Program mined by the Office of the Registrar during the first 1. Maximum length of program: A student must three years and based on clock hours during the complete the program within 37 months of initial last year. registration. 2. The student must maintain a cumulative weighted 2. Academic grades: A student must maintain an average of 70 percent or higher. A passing grade overall average of 2.7 (80%) or equivalent. For or a grade of 70 percent or higher is defined as courses graded Pass/Fail, a Pass grade is equivalent equivalent to a grade of C or better. to 70 percent or better. 3. The maximum length of time allowed for earning 3. Students must successfully complete Year I require- a D.P.M. degree is six years. Approved leaves of ments prior to entering Year II (clinical phase). absence are not included in this six-year limit. 4. The faculty may impose additional academic 4. A grade of Incomplete or a Withdrawal from a requirements for advancement or promotion course/system is equivalent to No Credit Hours for other than those listed above. All other academic that course/system. requirements for advancement or promotion apply 5. A grade of 70 percent or higher in a repeated as specified in the student handbook. course/system will be credited with the course/sys- 5. An incomplete or withdrawal is considered as “a tem hours in that academic year. course attempted” and will be calculated in the 6. The faculty may impose additional academic percentage completed. A repeated course will be Tuition & Financial Aid & Financial Tuition requirements for advancement or promotion treated in a similar way. other than those listed above. All other academic requirements for advancement or promotion apply MHA and MPH Programs as specified in the student evaluation mechanism. 1. Maximum length of program: A full-time student must complete the program within three years. Doctor of Physical Therapy Program A half-time student must complete the program 1. Maximum length of program: A student must within seven years of initial registration. complete the program within four years of initial 2. Students must maintain at least a 3.0 grade point registration. average on a 4.0 scale.

103 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 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.

104 Board of Trustees Glenn C. Petersen Teri Stumbo, P.T., M.S. David Rothman, D.O. Director, Postprofessional Doctor of Physical Therapy Program, College of Health Paul Ruza, D.O. Sciences *K. George Shimoda, D.O. Executive Committee Craig A. Canby, Ph.D. Sara E. Sutton, D.O. Max T. McKinney II, D.O. – Chairman Director, Master of Science in Anatomy *Roy L. Swarzman Program, College of Osteopathic Medicine James A. Grekin, D.O. – Chair-Elect *Dante Toriello, D.O. Larry J. Baker, D.O. – Vice Chair David Strom, Ph.D. *Mose Waldinger Director, Master of Science in Biomedical Richard M. Kotz, D.O. – Secretary *Bryce E. Wilson, D.O. Sciences Program, College of Osteopathic Stephen M. Morain, Esq. – Treasurer Medicine Gilbert S. Bucholz, D.O. – Immediate *Deceased Past-Chair University Dale F. Andres, D.O. Administration Preclinical and Arthur E. Angove, D.O. Clinical Faculty Barry Braver, D.O. Jay Christensen, M.H.A. Gov. Terry E. Branstad, J.D. President and CEO Jennie Tripsin Button, D.O. Ballantyne, Richard, D.O. Stephen Dengle, M.B.A. Clinical Instructor, Surgery Edwin W. Ferens, D.O. D.O., Des Moines University Executive Vice President; Chief Operating W. Stevenson Glanton, Esq. Officer Beck, Susan L., D.O. H. Dean Hannam William Appelgate, Ph.D. Chair and Associate Professor, Surgery Brian G. Hart B.S., Iowa State University; D.O., Des Moines Vice President for Planning and Technology University W. Hal Hatchett, D.P.M. Mary Ann Zug Robert N. Kreamer, D.O. Bender, Robert, M.D. Vice President for Student Services Assistant Professor, Geriatrics The Honorable Alfred D. Lerner B.S., Duke University; M.D., St. Louis University Edwin Rosenblatt, D.P.M. Kendall Reed, D.O., FACOS, FACS School of Medicine Dean, College of Osteopathic Medicine Anil Sahai, Ph.D., D.O. Bennett, John, D.P.M. Jacqueline M. Stoken, D.O. Robert M. Yoho, D.P.M., M.S., Assistant Professor, Podiatric Medicine C. Arthur Wittmack FACFAS B.A., University of Maryland; D.P.M., Ohio Dean, College of Podiatric Medicine and College of Podiatric Medicine Patricia Yungclas Surgery Beverly, Carolyn, M.D., M.P.H. Jodi L. Cahalan, Ph.D., M.P.H., M.S., Assistant Professor, Family Medicine PA–C M.D., University of Kansas School of Medicine Emeritus Trustees Dean, College of Health Sciences Blair, Ronald, D.O. Bryan Larsen, Ph.D. Clinic Instructor, Surgery D.O., Kirksville College of Osteopathic Medicine Julius L. Abramsohn, D.O. Dean for University Research and Biomedical Graduate Studies *John C. Agnew, D.O. Boggs, Mary, D.O. William G. Anderson, D.O., FACOS John Parmeter, J.D. Clinic Instructor, Surgery *J.R. Astley University Counsel Breithaupt, Thomas B., Ph.D. Joseph B. Baker, D.O. Professor, Biochemistry Mark Peiffer, CPA B.S., University of Texas; M.A.T., Texas Chief Financial Officer *John Baldridge Christian University; Ph.D., Texas Christian University Richard Brown, D.O. Larry D. Marquardt, M.Ed., M.L.S. Richard F. Coatney, D.O. Library Director Brittingham, Andrew, Ph.D. *John Connolly Jr., Esq. Associate Professor, Microbiology & Kathy L. Scaglione Immunology Martin Diamond, D.O. Registrar B.S., Philadelphia College of Pharmacy and *Harry B. Elmets, D.O. Science; Ph.D., Temple University School of Wendy Ringgenberg, Ph.D. Medicine Sue Fisher, D.O. Director, Public Health Program *Luther T. Glanton, Judge College of Health Sciences Bush, Traci, M.S.P.T., O.T.R. Director and Assistant Professor, Doctor of Murray Goldstein, D.O. Carla Stebbins, Ph.D. Physical Therapy Program Irwin G. Groff, D.O. Director, Health Care Administration B.S., University of Missouri – Columbia; Program, College of Health Sciences M.S.P.T., Des Moines University *Maddie Levitt Ralph Levy, D.O. Jolene Kelly, M.P.A.S., PA-C Cahalan, Jodi L., Ph.D., M.P.H., M.S., Director, Physician Assistant Program , Myron S. Magen, D.O., FACOP PA–C College of Health Sciences Dean, College of Health Sciences *Harold E. McKinney B.S., Des Moines University; M.S., Des Moines Traci Bush, M.S.P.T., OTR/L *J.R. McNerney, D.O. University; M.P.H., Des Moines University; Director, Doctor of Physical Therapy Ph.D., University of Nebraska-Lincoln

*Dorothy V. Mullin, D.O. Program, College of Health Sciences Directory *Ralph A. Olsen

105 Cahalan, Steven, M.D. Deshpande, Preeti, M.P.T., Ph.D. Gray, Jeffrey, Ph.D. Assistant Professor, Surgery Assistant Professor, Physical Therapy Associate Professor, Microbiology and B.S., University of Bombay; M.P.T., University of Immunology Canby, Craig A., Ph.D. Bombay; Ph.D., University of Iowa B.S., University of Nebraska-Lincoln; M.S., Professor, Anatomy and Director, Master University of Nebraska-Lincoln; Ph.D., Iowa of Science in Anatomy Program; Clinical Dyche, William J., Ph.D. State University Associate Professor, College of Health Professor, Anatomy Sciences B.A., Rutgers University; M.S., Pennsylvania Heggen, Judith B.S., Iowa Wesleyan College; Ph.D., University State University; Ph.D., Pennsylvania State Clinical Assistant Professor, Pediatrics of Iowa University – Milton S. Hershey Medical Center Henry, Matthew, Ph.D. Carney, Kyla, D.O., M.S. Elliott, James, D.O. Assistant Professor, Physiology/ Assistant Professor, Family Medicine Assistant Professor, Family Practice Pharmacology D.O., Des Moines University; M.S., Fort Hays B.S.Ed., Northwest Missouri State University; B.S., Marquette University; Ph.D., University State University D.O., Des Moines University of Iowa Case, William W., M.P.A.S., PA–C Evans, Thomas Hilgerson, Alan, D.O. Assistant Professor, Physician Assistant Faculty, Osteopathic Program Assistant Professor, Internal Medicine Program B.A., University of Iowa; D.O., Des Moines B.H.S., Wichita State University; B.S., Iowa Figueroa, Jose, D.O. University State University; M.P.A.S., University of Assistant Professor, Osteopathic Nebraska College of Medicine Manipulative Medicine Hill, Denise, J.D., M.P.A. B.S., Iowa State University; D.O., Des Moines Assistant Professor, Health Care Chambers, Dan, M.P.A.S., PA–C University Administration Program Associate Professor, Physician Assistant J.D., M.P.A, Drake University Program Finnerty, Edward P., Ph.D. B.S., University of Nebraska College of Professor, Physiology/Pharmacology; Hills, Diane C., Ph.D. Medicine; M.P.A.S., University of Nebraska Clinical Professor, College of Health Associate Dean for Academic Affairs, College of Medicine Sciences College of Osteopathic Medicine; Professor, B.S., Indiana State University; M.A., Indiana Biochemistry/Nutrition Chambers, Pam Harrison, M.P.H., State University; Ph.D., Indiana State University B.S., Iowa State University; M.S., Iowa State PA–C University; Ph.D., Iowa State University Associate Professor, Physician Assistant Fish, Barry D., M.A.E.D./AEDL, PA–C Program Assistant Professor and Curriculum Hirsh, Norma, M.D. B.S., Des Moines University; M.P.H., Des Coordinator, Physician Assistant Program Associate Professor, Geriatrics Moines University B.S., University of Nebraska College of B.S., Iowa State University; M.D., University Medicine, M.A., University of Phoenix of Iowa Christensen, Jay, M.H.A., CPA, Folkers, Bryan, D.O. Hoff, Gary L., D.O., FACOI, FACC FHFMA Clinic Instructor, Surgery Chair and Associate Professor, Medical Practitioner-Scholar, Health Care Humanities Administration Program Foreman, James, M.S. B.S., Oklahoma State University – Stillwater; M.H.A., Des Moines University Practitioner-Scholar, Health Care D.O., Oklahoma State University College of Administration Osteopathic Medicine Clavenna, George B., D.O. BBA, University of Iowa, B.S., Iowa State Professor, Ophthalmology University, M.S., Des Moines University Joens-Matre, Roxane, Ph.D. B.S., Wayne State University; M.S., Wayne Assistant Professor, Public Health Program State University; M.P.H., University of Formaro, Dominic, D.O. Ph.D., Iowa State University Michigan; D.O., Kirksville College of Clinic Instructor, Surgery Osteopathic Medicine Kavanagh, Colin, D.O. Collins, Ben, D.O. Frerichs, Jill, D.P.M. Director, Occupational Health; Assistant Professor, Family Practice Assistant Professor, Geriatrics Assistant Professor, Podiatric Medicine D.P.M., Des Moines University B.A., Northern Arizona University; D.O., Des B.S., Boise State University; D.O., Des Moines Moines University University Freschi, Scot, D.P.M. Covill, Laura G., P.T., M.H.S., OCS Assistant Professor, Podiatric Medicine Kaylarian, Victor, D.O., FACP Professor, Internal Medicine Instructor, Physical Therapy B.A., Monmouth College; D.P.M., Des Moines University B.S., Northeast Missouri State University; D.O., B.S.P.T, Ithaca College; M.H.S., University of Philadelphia College of Osteopathic Medicine Indianapolis Fullmer, Michael, D.O., FAAP Crisp, Terriann, Ph.D. Assistant Professor, Pediatrics Kelly, Jolene, M.P.A.S., PA-C Program Director and Instructor, Physician Professor and Chair, Physiology/ B.S., Idaho State University; D.O., Des Moines University Assistant Program Pharmacology M.P.A.S., University of Nebraska; PA-C, Des B.A., University of Texas – Pan American; M.S., Moines University University of Texas – Dallas; Ph.D., Marshall Gebhart, Brian, D.O. University School of Medicine Clinic Instructor, Surgery B.S., Eastern Illinois University; D.O., Kermode, David Davis, Kandace, D.P.T., CSCS Midwestern University-Chicago College of Assistant Professor, Osteopathic Program Osteopathic Medicine Online Course Facilitator, Postprofessional Doctor of Physical Therapy Program Khan, Makhdoom Ali, Ph.D. B.A., Hastings College, M.P.T., Des Moines Geletta, Simon, Ph.D., M.S. Professor, Anatomy University, D.P.T., Des Moines University Faculty, Health Care Administration and B.S., West Virginia University; M.S., West Public Health Programs Virginia University; Ph.D., West Virginia Deavers, Daniel R., Ph.D. B.A., Addis Abada University, Ethiopia; M.S., University University of Missouri – Columbia; Ph.D., Professor, Physiology/Pharmacology University of Missouri – Columbia B.S., San Diego State College; M.S., San Diego Klock, George, D.O. State College; Ph.D., Cornell University Assistant Professor, Osteopathic Givant, Jolene, M.P.A.S., PA-C Manipulative Medicine Instructor, Family Practice B.S., University of Arizona; D.O., Des Moines M.P.A.S., University of Nebraska Medical University Center, PA-C, Des Moines University

106 Kolbinger, Gregory, M.P.A.S., PA–C Monsma, Rebecca, M.S.W., L.S.W. Reed, Kendall, D.O., FACOS, FACS Clinical Coordinator, Human Patient Coordinator of Educational Services and Dean, College of Osteopathic Medicine Simulation Lab Instructor, Psychiatry B.S., Midwestern University; D.O., University A.S., Mankato State University; B.S., Des B.A., Buena Vista University; M.S.W., University of Health Sciences – College of Osteopathic Moines University; M.P.A.S., University of of Iowa Medicine Nebraska College of Medicine Mortensen, Luke H., Ph.D. Ringgenberg, Wendy, Ph.D., M.S. Kuhle, Carol, D.O. Director of Faculty Development; Professor, Director, Public Health Program Associate Professor, Geriatrics Physiology/Pharmacology Ph.D, M.S. Ed, BSW, Iowa State University B.A., University of Dubuque; B.S., Drake B.A., Westminster College; Ph.D., Michigan University; D.O., Des Moines University State University Robel, S. Juanita, P.T., M.H.S. Associate Professor, Physical Therapy Lacy, Priti S., Ph.D. Mueller, Thomas J., Ph.D. B.S.P.T., St. Louis University; M.H.S., Professor, Anatomy Associate Dean, Microbiology; Professor, Washington University B.S., Allahabad University, India; M.S., Biochemistry; Associate Dean for Lucknow University, India; Ph.D., University of Admissions and Student Academic Affairs, Roe, Ryan, D.O. Nebraska Medical Center College of Osteopathic Medicine Clinic Instructor, Surgery B.A., Cornell College; Ph.D., University of Texas B.S., Buena Vista University; D.O., Des Moines Larsen, Bryan, Ph.D. University Dean, Research and Biomedical Graduate Napa, Balasubramanyan Studies; Professor, Microbiology and Clinical Assistant Professor, Pediatrics Romero, Ana Immunology M.B.B.S., Madras Medical College, India; Instructor, Osteopathic Program B.S., University of Iowa; M.S., University of Diploma in Child Health, Madras College; M.D., B.A., San Buenaventura University Iowa; Ph.D., University of Iowa Madras University Ronnebaum, Julie, M.P.T. Lidtke, Roy, D.P.M., C.Ped, FACFAOM Newton, April, M.P.T. Instructor, Physical Therapy Program Clinical Associate Professor, Podiatric Director of Clinical Education, Physical B.A., University of Iowa; M.P.T., University Medicine Therapy Program of Iowa D.P.M., Des Moines University B.A., East Tennessee State University, M.A., Drake University, M.P.T., University of Iowa Rooney, Theodore, D.O., FACP Mahoney, James, D.P.M., FACFAS Director Clinical Research and Professor, Associate Professor, Podiatric Medicine Nordengren, Fritz, M.P.H Internal Medicine B.S., University of Notre Dame; D.P.M., Scholl Assistant Professor, Health Care B.A., Miami University; D.O., Kirksville College College of Podiatric Medicine Administration Program; Educational of Osteopathic Medicine Technology Strategist, College of Health Maire, Jeffrey Sciences Rudd, Joshua, D.O. Assistant Professor, Surgery B.A., Iowa State University; M.P.H., Des Moines Clinic Instructor, Surgery University D.O., Des Moines University Marquardt, Larry, M.Ed., M.L.S. Director, Library O’Connell, Nancy A., Ph.D. Schimke, Nicole, D.O. B.S., South Dakota State University; M.Ed., Associate Professor, Physiology/ Clinic Instructor, Surgery South Dakota State University; M.L.S., Pharmacology D.O., Des Moines University Vanderbilt University B.A., Cornell University; M.S., University of Rochester; Ph.D., University of Rochester Schmidt, Martin, Ph.D. Matz, Donald G., Ph.D. Assistant Professor, Biochemistry Chair and Associate Professor, Anatomy; Ohnemus, Barbara, D.O., M.P.A. Ph.D., University of Frankfurt/Main, Germany Clinical Assistant Professor, College of Assistant Professor, Family Medicine Health Sciences B.A., Drake University; D.O., Des Moines Selover, Douglas, D.O. B.S., St. Cloud State University; Ph.D., University Clinical Assistant Professor, Pediatrics University of North Dakota B.A., Grand View College; D.O., Des Moines Olesen, Kaaren, D.O., M.S. University Matz, Jeannine, Ph.D. Assistant Professor, Obstetrics and Assistant Professor, Physiology/Pharmacology Gynecology Shaffer, Dana, D.O., FACOFP B.A., St. Mary’s University; M.S., University of B.A., Boston University, D.O., M.S., Des Moines Associate Dean for Clinical Affairs, MSIV North Dakota; Ph.D., University of North Dakota University B.S., Wilkes College; D.O., Philadelphia College of Osteopathic Medicine McAuliff, Thomas, D.O. Oren, Shelley, M.S. Clinical Assistant Professor, Pediatrics Instructor, Pharmacology Shah, Yoghesh, M.D. B.S., Oklahoma State University; D.O., B.S., Iowa State University; M.S., Iowa State Associate Dean, Global Health Oklahoma College of Osteopathic Medicine University M.D., Seth GS Medical College, Bombay, India Means, Jeffrey, Ph.D. Patestas, Maria, Ph.D. Shumate, Donald R., D.O. Associate Professor of Psychiatry and Chair, Associate Professor, Anatomy Faculty, Internal Medicine Behavioral Medicine B.A., Long Island University; M.S., University of B.S., Texas Wesleyan College; D.O., Des Moines B.S., Purdue University; M.S., Purdue Maryland; Ph.D., University of Maryland University University; Ph.D., Northwestern University Pehde, Collin E., D.P.M., AACFAS Smith, Kevin M., D.P.M., M.S., Mercuris, Katherine L., P.T., M.G.S. Assistant Professor, Podiatric Medicine FACFAS Associate Professor, Physical Therapy B.S., Wichita State University; D.P.M., Des Associate Dean, Podiatric Medicine; ; B.S., Northwestern University; M.G.S., Drake Moines University Assistant Professor, Podiatric Medicine University B.A., University of Northern Iowa; D.P.M., Des Peterson, Shannon M., M.P.T., D.Sc. Moines University Metts, Michael, D.O. P.T., O.C.S., C.O.M.T. Clinical Assistant Professor and Chair, Instructor, Physical Therapy Smolik, Mark, M.D. Pediatrics B.S., Morningside College; M.P.T., St. Ambrose Assistant Professor, Surgery B.S., Northeast Missouri State University; D.O., University; D.Sc.P.T., St. Andrews University Des Moines University Directory

107 Spreadbury, David, Ph.D. Wilson, Wayne A., Ph.D. *Herman, Joseph A., D.O., D.Sc. Chair and Professor, Biochemistry/ Assistant Professor, Biochemistry Associate Professor Emeritus, Family Nutrition; Clinical Professor, College of B.S., Ph.D., University of Dundee Practice Health Sciences B.Ed., University of Bristol, England; M.S., Winslow, Pamela J., R.N., B.S. Kaylarian, Victor, D.O., FACP University of Aberdeen, Scotland; Ph.D., Coordinator, Surgery Professor Emeritus, Internal Medicine University of Aberdeen, Scotland R.N., Iowa Methodist School of Nursing; B.S., College of St. Francis Kilmore, Mearl A., Ph.D. Stebbins, Carla, M.S., Ph.D. Professor Emeritus, Physiology/ Director and Assistant Professor, Health Woolley, Adrian, D.O. Pharmacology Care Administration Assistant Professor, Family Practice B.A., University of Northern Iowa; M.S., Des B.A., University of California – San Diego; D.O., Kneussl, Frank M., Ph.D. Moines University; Ph.D., Iowa State University Des Moines University Professor Emeritus, Anatomy Steele, Timothy, Ph.D. Yoho, Robert M., D.P.M., M.S., *Laycock, Byron E., D.O., D.Sc. Chair and Professor, Microbiology FACFAS Professor Emeritus, Osteopathic B.S., Indiana State University; Ph.D., Indiana Dean, College of Podiatric Medicine and Manipulative Medicine University Medical Center Surgery; Associate Professor, Podiatric Medicine *Lee, Sara Jean Gibson, D.O. Stoll, Kimberly, M.D. B.S., Grove City College; M.S., Duquesne Associate Professor Emerita, Osteopathic Clinical Assistant Professor, Pediatrics University; D.P.M., Ohio College of Podiatric Manipulative Medicine B.S., University of Missouri; M.D., University of Medicine Missouri School of Medicine Leopold, David W., D.O., FACOP York, Ann M., P.T., Ph.D. Professor Emeritus, Pediatrics Strom, David, Ph.D. Assistant Professor, Physical Therapy Associate Professor, Physiology/ B.S., Western Michigan University; M.S.P.T., *McNerney, Joseph R., D.O., D.Sc. Pharmacology and Director, Master of Duke University; Ph.D., Walden University Professor Emeritus, Medicine Science in Biomedical Sciences Program B.S., University of Iowa; Ph.D., University of California, San Diego *Melhado, Julian J., D.O., Ph.D. Professor Emeritus, Psychiatry Strom, Sylvia Emeriti Faculty Instructor, Osteopathic Program *Newcomb, Harvey R., Ph.D. Professor Emeritus, Microbiology Stumbo, Teri A., P.T., M.S. Archibald, Erwin, D.O., Ph.D. Director and Associate Professor, Ramos, Roche P., M.D., FCAP, FASCP Assistant Professor Emeritus, Family Professor Emerita, Pathology Postprofessional Doctor of Physical Therapy Practice Program B.S., University of Northern Iowa; Certificate Sayeed, Karuna, M.D. *Bachman, Robert B., D.O., FACOOG Professor Emerita, Pathology in Physical Therapy, Chicago Medical School; Professor Emeritus, Obstetrics/Gynecology M.S., College of St. Francis *Schwartz, John P., D.O., D.Sc., Terry, Wayne H., Ph.D. Baker, Joseph B., D.O., FACGP FACOS Associate Professor Emeritus, Family Associate Professor, Physiology/ Professor Emeritus, Surgery Practice Pharmacology B.S., Iowa State University; M.S., Iowa State Stockton, Beverly A., R.N., M.S., University; Ph.D., Iowa State University Burrows, Elizabeth, D.O., FACOOG Professor Emerita, Obstetrics/Gynecology Ph.D. Professor Emerita, Physiology/ Thompson, Michael, B.S., D.O. Pharmacology Clinic Instructor, Surgery Carlson, Mildred V., Ph.D. Professor Emerita, Biochemistry B.S., Simpson College, D.O., Des Moines *Stork, Joseph J., D.O. University *Cash, Byron L., D.O., FACOS Assistant Professor Emeritus, Family Tryon, Marjean, RN, B.S.N. Professor Emeritus, Radiology Practice Assistant Coordinator of Surgical Education Tarnopolsky, Rafael, M.D., D.Sc., B.S.N., Morningside College Celander, Evelyn, M.S., D.Sc. Associate Professor Emerita, Biochemistry FACS Turner, Deborah Professor Emeritus, Surgery (ENT) Associate Professor, Surgery *Cole, Chester C., LL.D. Professor Emeritus, Medical Jurisprudence *TePoorten, Bernard A., D.O., FAAO Vardaxis, Vassilios, Ph.D. Professor Emeritus, Osteopathic Associate Professor, Physical Therapy Cooper, Gerald J., D.O., FAAO, FCA Manipulative Medicine B.Sc., University of Athens; M.A., McGill Associate Professor Emeritus, Osteopathic University; Ph.D., McGill University Manipulative Medicine Zelnick, Saul, M.D., FACS, FACOG Professor Emeritus, Obstetrics/Gynecology Wattleworth, Roberta, D.O., M.H.A., *Elmets, Harry B., D.O., FAOCD M.P.H. Professor Emeritus, Dermatology Chair and Professor, Family Medicine B.S., Morningside College; D.O., M.H.A., M.P.H, *Enzmann, Ernest V., M.Ed., MA, *Deceased Des Moines University PH.D. Professor Emeritus, Anatomy Weide, Garry Clinic Instructor, Surgery Fitz, Erle W., Jr, D.O. Professor Emeritus, Psychiatry Weir, Joseph P., Ph.D., FACSM Research Coordinator and Professor, *Golden, Mary E., D.O., FCOP Physical Therapy Professor Emerita, Pediatrics B.S., Eastern Washington University; M.P.E., University of Nebraska; Ph.D., University of Nebraska

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