Download 2014-2015 Catalogue Information MD Program 1.4M

INTERNATIONALLY ACCREDITED
Catalogue 2014 ~ 2015
MD Program Information
Oceania University of Medicine
CATALOGUE 2014/15
ACCREDITATION & OFFICIAL DESIGNATIONS
Oceania University of Medicine was granted formal accreditation by the
Philippine Accrediting Association of Schools, Colleges and Universities
(PAASCU) in 2010, making OUM the only internationally accredited
medical school in the South Pacific. PAASCU is one of 23 accrediting
bodies recognized by the US Department of Education’s National
Committee on Foreign Medical Education and Accreditation (NCFMEA).
NCFMEA identifies and vets accrediting bodies outside of the United
States that use standards comparable to those used to accredit medical
schools in the United States.
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Internationally Accredited
A team of reviewers visited the OUM campus in Apia, Samoa and met with
students, alumni and faculty in Australia, New Zealand, and the United
States reviewing programs and procedures in eight areas: faculty,
curriculum and instruction, clinical facilities, research, students, library,
administration, and facilities. With four distinct levels of accreditation,
PAASCU will evaluate the University for re-accreditation in late 2014 to
achieve the second level, effective for a further period of five years.
Founded in 1957, PAASCU is a service organization that accredits
academic programs to meet standards of quality education. Since 1991,
PAASCU has been a full member of the International Network for Quality
Assurance Agencies in Higher Education, which is composed of 200
accrediting agencies in more than 90 different countries. PAASCU also is
a founding member of the Asia-Pacific Quality Network. PAASCU has
linkages with the Council for Higher Education Accreditation, which is a
private, nonprofit national organization that coordinates accreditation
activity in the United States.
Throughout the accreditation process and beyond, OUM remains listed by
the World Health Organization (WHO) in its Directory of World Medical
Schools and is recognized by the Education Commission for Foreign
Medical Graduates (ECFMG). Being recognized by these organizations is
a prerequisite in many countries for foreign medical school graduates
applying for licensure.
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Oceania University of Medicine
CATALOGUE 2014/15
WELCOME FROM THE CHAIRMAN
For many individuals who seek a medical education, becoming a doctor has been a lifelong dream.
Perhaps realizing such a dream has brought you here to learn about Oceania University of Medicine
(OUM). We welcome your inquiry.
OUM’s innovative approach has helped many aspiring physicians overcome distance, personal, and
professional barriers to achieve their dream. We hope you will be one of them. Founded in 2002 in the
South Pacific island nation of Samoa, OUM has evolved from a local mission to better meet the health
needs of underserved island communities to an international medical school with students and
graduates in many countries.
Accredited in 2010 by the Philippine Accrediting Association of Schools, Colleges and Universities
(PAASCU), OUM became the only internationally-accredited medical school in the South Pacific.
PAASCU is one of a few international accrediting bodies charged with ensuring that foreign medical
schools are held to standards comparable to those applied to US medical schools. Rigorous
accreditation validates the quality education we provide to our students and identifies our curriculum
and programming as comparable to traditional, more established institutions. It also provides the
requisite credentials which graduates of foreign medical schools need for licensing and to practice
medicine in many countries including United States, Canada, Australia and New Zealand.
As you read through this publication, you will find every piece of information needed to become a
student in our MD Program. The majority of our students live in Australia, New Zealand, and the United
States, but the student body represents more than 40 countries of origin and an equally diverse array of
professional backgrounds. Many OUM students are already practicing healthcare professionals, and
this enhances class discussions and provides support throughout the rigorous course of study. While
the students’ backgrounds and professions are diverse, their visions are identical. The school’s flexible
distance-learning curriculum is ideal for individuals who have professional and family commitments but
wish to study medicine and become physicians.
We welcome your interest and look forward to helping you realize your own personal dream.
Sincerely,
Taffy Gould
Chairman
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Oceania University of Medicine
CATALOGUE 2014/15
Table of Contents
Welcome from the Chairman
3
I.
The University’s Mission & Charter
5
II.
OUM’s Approach to Learning
7
III.
Technical & Academic Standards for Admission
9
IV.
The MD Program Curriculum
11
V.
Curriculum Delivery & Technology’s Role
24
VI.
Student Support: Mentors, Advisers & More
27
VII.
Assessments & Examinations
31
VIII.
Pathways to Practice: Graduation & Licensing
36
IX.
Admissions & Enrollment Process
41
X.
Tuition, Fees, Refunds & Payment Plans
45
XI.
Student Policies & Regulations
49
XII.
The Samoas: OUM’s Roots
55
XIII.
For More Information
57
[email protected]
www.oum.edu.ws
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Oceania University of Medicine
CATALOGUE 2014/15
THE UNIVERSITY’S MISSION & CHARTER
I.
T
he mission of Oceania University of Medicine is to produce physicians with the requisite
knowledge, skills, and attitudes to improve the health of underserved communities in Oceania
and beyond, via traditional and innovative instructional modalities to help individuals overcome
distance, personal, and professional barriers to realize their calling to the medical profession.
As set forth in the University’s Constitution and in support of the University’s mission, the specific
objectives of the medical program are to:
 Graduate general practitioners with foundation competencies in the basic and clinical sciences
that prepare them for work in a hospital or community setting, while also developing the vision,
sense of national and professional need, motivation, and perseverance necessary to pursue
specialty training;
 Produce graduates with skills and motivation needed to be life-long learners;
 Produce graduates with a strong orientation toward community practice, by allowing students to
study in their own communities;
 Produce graduates who are socially responsive and ethically responsible in their approach to the
practice of medicine;
 Deliver a common internationally-applicable medical curriculum while providing students with
experiences which allow them to localize their learning outcomes;
 Broaden access to medical education by allowing students to minimize the social, geographic,
family, and financial disruption normally experienced with the study of medicine;
 Utilize current and emerging information technologies which allow students to complete their
studies within flexible settings and timeframes;
 Give a central role to practicing community physicians, utilizing their experience, role modeling,
and mentoring capacity. OUM sees this relationship as a pioneering “new apprenticeship” model
of medical education, supporting it with high-quality educational resources to assist in the
personal and professional development of OUM graduates.
 Contribute to the development of undergraduate and postgraduate health sciences training in
Samoa and the Pacific region, also promoting professional development of healthcare
professionals, actively pursuing alliances with regional educational institutions.
The University was founded on these principles, which have driven the development of the program into
its current state and will provide guidance for its future advancement.
The future of medicine will be marked by rapid change, and OUM’s medical graduates are expected to
adapt and actively participate in those changes. The mission includes redefining medical education to
make it relevant to societal needs. We encourage our graduates to maintain life-long, self-directed
learning, and to pursue evidence-based medical practices that support advances in patient care,
community service, research, and education. With the University’s mission and objectives in mind, OUM
aims to graduate doctors who:

Are committed to rational, evidence-based, and compassionate healthcare;
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Oceania University of Medicine
CATALOGUE 2014/15

Engage in productive professional relationships to acquire, evaluate, and communicate
information;
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Apply critical reasoning to medical care;
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Apply understanding of the practice of medicine in a community or population;
Apply understanding of illness to its prevention, identification, and management and to the
promotion and maintenance of health;
Take responsibility for self-education and self-evaluation.
The OUM Charter
Oceania University of Medicine (OUM) operates under a charter executed by the Government of
Independent Samoa (formerly Western Samoa), as an autonomous statutory corporation operating in
partnership with the Samoan government, represented by the Prime Minister. The school’s authority
derives from the Oceania University of Medicine Act, ratified by the Parliament of Samoa in January
2002. e-Medical Education, LLC, an international software and health science education company,
operates OUM as part of the agreement.
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Oceania University of Medicine
CATALOGUE 2014/15
OUM’S APPROACH TO LEARNING
II.
T
he University is committed to diverse learning. Students develop a broad range of knowledge,
skills and attitudes necessary to practice medicine. The curriculum used in each program has
been carefully structured to provide a balance of course subjects, integrated learning modules
and clinical experiences through the problem-based learning model (PBL). Integrated learning modules
are designed to help students bridge the gap between basic science concepts and their relevance to
the clinical setting. The PBL approach links basic sciences with the development of clinical reasoning,
utilizing independent learning and small-group discussions to probe complex and timely medical issues.
All physicians must master the vast knowledge base needed by the medical profession. OUM uses the
latest information technology to integrate that knowledge into the curriculum, and thus the student
learns to incorporate these tools into daily practice. Computer-assisted learning programs will enable
the student to enter a career as a lifelong learner, armed with the tools to engage in the constantly
evolving practice of medicine.
Prime consideration is given to developing a sense of responsibility, an understanding of the patient’s
need for a compassionate, knowledgeable physician, and a commitment to continuing medical
education, research, self-directed learning, improvement of skills and the acquisition of new ones.
At the inception and throughout the program, students will interact with patients and physicians to learn
basic interviewing skills, history-taking, physical examination, and physical diagnosis.
Program Summary
The faculty and administration of OUM are dedicated to providing a high-quality academic curriculum in
all of its programs, based largely on US and Australian medical education models. Students from all
countries are welcome to apply for admission. Preclinical modules are taught utilizing distance-learning
technologies that enable students to complete the preclinical study modules from their own
communities. Similar to traditional medical schools, once OUM students successfully complete their
preclinical modules, clinical rotations occur on site at select teaching hospitals.
OUM’s distance-learning approach:
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Offers flexibility with the pace and location of instruction;
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Increases access to a medical education for students in rural/remote locations;
Provides instruction using an internationally-accepted medical education model: problem-based
learning;
Utilizes physician mentors for greater clinical exposure and academic advisers to customize the
student’s learning experience.
The OUM MD program consists of an Introduction to Medicine module followed by 10 weeks of eFoundation Sciences (200-series) and 10 six-week preclinical study modules, followed by 72 weeks of
clinical modules learning hands-on patient care in a teaching hospital. Mandatory review and exam
preparation is required upon completion of preclinical modules, before students may begin clinical
rotations.
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Oceania University of Medicine
CATALOGUE 2014/15
The Introduction to Medicine (e-ITM) module is an intensive 20-week online course which highlights the
basic sciences. Students demonstrating that they need extra attention in any of the basic science
disciplines must complete a four-week supplemental block in that subject in the e-Foundation Sciences
100-series.
Before the first System-Based Module begins, immediately following the e-ITM and e-Foundation 200
series, each student is required to identify and have approved a local physician to act as his/her mentor.
Students are expected to meet with their mentors for one hour each week to discuss issues arising from
problem-based learning cases, as well as to observe and to participate in selected patient-doctor
interactions and in the local healthcare system. Preclinical students will be assigned an academic
adviser who will help ensure that they are keeping up with and retaining the material through regular
personal advising sessions and weekly quizzes.
The curriculum is presented using Moodle, a licensed software and course content platform with cases,
exhibits, and assessments developed by American and Australian academics and medical scholars.
Highly qualified online faculty guide students through the learning process, utilizing small student
groups in regular tutorial sessions, focusing on intensive problem-based learning (PBL), independent
learning, and formative assessment. The PBL cases integrate basic science material with clinical
content from the very beginning of the program.
OUM’s distance-learning curriculum utilizes Blackboard Collaborate virtual classroom software which
allows for student-teacher interaction online in a live real-time teaching environment. Collaborate’s
virtual classrooms provide an important, invaluable mode of interaction, namely real-time lectures and
classroom discussion, as well as the opportunity to record lectures for future reference.
Students must be knowledgeable in basic computer application programs and, eventually, OUM’s
teaching applications Moodle and Collaborate. Since the OUM curriculum uses a distance-learning,
computer-based format, student success may be determined, to a certain extent, upon his/her
understanding and comfort level using these technologies.
The 72 weeks of clinical clerkships combine on-site work, including working side by side with students
from other medical schools on clinical activities organized by the host hospital, with directed learning
activities and virtual lectures with corresponding tests following each core clerkship. Students are
required to complete a minimum of one four-week clinical rotation at OUM’s home in the South Pacific,
either in the nation of Independent Samoa or the US territory of American Samoa.
OUM’s programs operate on a rolling admissions schedule that allows new students to enroll in January
or July. For continuing students, six terms are offered each year, with short breaks in between and a
longer break provided from late December through early January. This intensive year-round program
gives full-time students who successfully complete all six annual terms the opportunity to complete the
medical curriculum in just over four years. Students are not required to take all six annual terms, but
must complete at least 24 weeks per year to maintain good academic standing. Part-time students—
needing flexibility for work, family, and other activities—may take five to six years to complete the
degree program.
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Oceania University of Medicine
III.
CATALOGUE 2014/15
TECHNICAL & ACADEMIC STANDARDS FOR ADMISSION
O
ceania University of Medicine welcomes students from all backgrounds. Students are selected
without regard to age, gender, race, religion, national origin, or sexual orientation. While OUM
reserves the right to vary requirements based upon standards in a student’s country of origin, a
basic set of requirements and procedures is applied to all admissions candidates.
Technical Standards
In addition to the academic discipline necessary for a rigorous curriculum, OUM students must possess
minimum physical, cognitive, and behavioral requirements in order to successfully complete the
curriculum. Medical students must be able to consistently, quickly and accurately integrate all
information received by their senses, and have the intellectual ability to learn, integrate, analyze, and
synthesize data. Specifically, OUM students must have:
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sufficient senses of perception – the functional use of vision and hearing;
sufficient somatic senses – the senses of touch, pain and temperature;
sufficient proprioceptive senses – position, pressure, movement, stereognosis and vibratory;
sufficient motor function to carry out both academic and clinical activities.
Candidates for a medical degree must have the following five additional skills and abilities:
Observation – The candidate must be able to observe demonstrations and experiments in the basic
sciences, including but not limited to physiologic and pharmacologic demonstrations in animals,
microbiologic cultures, and microscopic studies of microorganisms and tissues in normal and pathologic
states. A candidate must be able to observe a patient accurately at a distance and close at hand.
Observation necessitates the functional use of the sense of vision and somatic sensation. It is
enhanced by the functional use of the sense of smell.
Communication – A candidate should be able to speak, to hear, and to observe patients in a sensitive
manner. A medical student should be able to elicit information, describe changes in the patient's mood,
activity and posture, and perceive nonverbal communications. The student also must be able to
communicate effectively in oral and written form with all members of the healthcare team.
Motor – Students should have sufficient motor function to obtain information from patients by palpation,
auscultation, percussion and other diagnostic maneuvers; to do basic laboratory tests; to carry out
diagnostic procedures; to read electrocardiograms and radiographs; and to conduct anatomical
dissections in the basic sciences and clinical years. A student should be able to execute the motor
movements reasonably required to provide general and emergency care to patients. Examples of
emergency treatment reasonably required of physicians are cardiopulmonary resuscitation,
administration of intravenous medication, application of pressure to stop bleeding, opening of
obstructed airways, suturing of simple wounds, and performance of simple obstetrical maneuvers. Such
actions require coordination of both gross and fine muscular movements, equilibrium, and functional
use of the senses of touch and vision.
Intellectual-Conceptual, Integrative, and Quantitative Abilities – These abilities include
measurement, calculation, reasoning, analysis, and synthesis. Problem-solving, the critical skill
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Oceania University of Medicine
CATALOGUE 2014/15
demanded of physicians, requires all of these intellectual abilities. In addition, the student must be able
to comprehend three-dimensional relationships and to understand the spatial relationships of structures.
Behavioral and Social Attributes – A student must possess the emotional health required to fully use
his or her intellectual abilities; to exercise good judgment; to promptly complete the responsibilities
attendant to the diagnosis and care of patients; and to develop mature, sensitive, and appropriate
relationships with patients. Students must be able to tolerate physically taxing workloads and to function
effectively under stress. They must be flexible and able to adapt to changing environments and capable
of functioning in the face of uncertainties inherent in the clinical problems of many patients.
Academic Prerequisites
Applications are accepted from students with all undergraduate majors. Students who select an
undergraduate major primarily to enhance their chances of acceptance to medical school may not be
making a decision in their own best interest. While a science major may be helpful, it is not a
prerequisite at OUM, and students should not major in science simply because they believe this will
increase their chances of acceptance. For most physicians, the undergraduate years are the last
available opportunity for an in-depth pursuit of non-science subjects of interest, and all those who hope
to practice medicine should bear this in mind. OUM will strongly consider the overall quality and scope
of all successfully completed undergraduate work.
All MD candidates must have completed a bachelor’s degree, or higher, at an appropriately accredited
tertiary educational institution. US students seeking a medical degree also must have completed a full
year of university-level chemistry. As a general rule, for medical school success, applicants are
expected to have a credit-level degree or GPA of at least 3.0 on a 4.0 scale, or its equivalent.
OUM’s curriculum features the basic sciences needed for success in medical school, therefore
standardized admission tests such as MCAT and GAMSAT may not be required for admission. OUM
selects students who it believes will successfully complete the rigorous and demanding OUM medical
degree. The admission decision is based on academic success, test scores, healthcare experience
where applicable, letters of recommendation, and the interview.
Prospective students are encouraged to speak with an OUM admissions counselor early in the
admissions process. The counselor will answer questions regarding the medical school’s unique
curriculum, the timeline for completing medical school and postgraduate training, and can put
prospective students in contact with current members of the student body. Upon the first phone call or
e-mail to the Office of Admission, prospective students are assigned to an admissions counselor who
will walk them through the application process and remain their adviser throughout the admissions
process.
To speak with an OUM admissions counselor,
call 1-877-463-6686 toll free in the US
or e-mail [email protected].
For Australia, New Zealand and other countries,
e-mail [email protected]
or call 1300 665 343 (Australia only)
or toll free 0800 99 01 01 (New Zealand only).
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Oceania University of Medicine
IV.
CATALOGUE 2014/15
THE MD CURRICULUM
Overview
UM’s overall academic goal is to produce well-rounded graduates with a foundation of
knowledge, attitudes, behavior, and skills to foster success in postgraduate training, as well as
to maintain professional competence throughout their careers. Students are expected to master
the curriculum objectives listed in the table below by the end of their full course of study.
O
The MD curriculum may be completed in four to five years, beginning with 20 weeks of Introduction to
Medicine (e-ITM), 76 weeks of preclinical modules including a research project, and 72 weeks of clinical
clerkships. Students without sufficient background in the basic sciences may be required to take up to
40 additional weeks of e-Foundation blocks, as determined by their performance in the e-ITM.
Note: The requirements and policies covered in this catalogue are for students who matriculated to
OUM in July 2014 and beyond.
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Oceania University of Medicine
CATALOGUE 2014/15
Problem-Based Learning
OUM recognizes that problem-based learning (PBL) is the cornerstone of modern medical school
teaching and has adopted this style in developing its curriculum content. The program utilizes more than
50 PBL case studies throughout the course, covering a diverse range of pathologies. Each PBL case
begins with a virtual patient presentation (or scenario) and follows the progression of the patient through
the following stages:
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Patient presentation
History & physical examination
Differential diagnosis
Laboratory tests & diagnostic imaging
Provisional diagnosis
Short-term management
Long-term management
Together with the patient-based information, each case includes basic or clinical science learning
issues. Preclinical PBL case studies link basic sciences with the development of clinical reasoning
through virtual patient scenarios. PBL cases provided during the clinical phase of study focus on patient
management and other patient care issues and concepts. All PBL cases reference current core medical
and basic science textbooks, journal articles, and verified websites.
Preclinical Modules
INTRODUCTION TO MEDICINE (e-ITM) – MODULE 1
Introduction to Medicine, or e-ITM, is the first module taken in the medical program and begins the
preclinical phase of study. Entering students are oriented to OUM’s self-directed learning system
(Moodle) during the e-ITM module, focusing on providing students with a solid background and
understanding of the basic sciences.
The e-ITM is offered to students online over 20 weeks, covering all of the basic science disciplines
required to pass United States Medical Licensing Exam (USMLE) Step 1 and practice medicine in the
st
21 century. The e-ITM begins with a required orientation day held at a central location in the United
States or online for students in Australia, New Zealand, or other countries. The orientation presents
strategies for success in medical school, an introduction to required IT modalities, and a “meet and
greet” forum for students, faculty, administrators, and academic advisers. The major basic sciences
presented during the e-ITM are delivered via Blackboard Collaborate in two-week blocks, some
individually and others combined, as follows:
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Biochemistry
Molecular Biology & Medical Genetics
Physiology
Anatomy, Neuroanatomy & Embryology
Microanatomy & Cell Biology
Pharmacology
Microbiology
Immunology
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Oceania University of Medicine

CATALOGUE 2014/15
Behavioral Medicine & Biostatistics.
The course is intended to introduce the student to the language and major concepts of each basic
science discipline. Each block features live lectures taught twice a week and supplemented by five
weekly two-hour recorded lectures via the Collaborate virtual classroom. At the end of each two-week
block, the student will be administered a final examination.
The passing score for all other students, matriculating to OUM in July 2014 and beyond is 60 percent.
Because mastery of the basic sciences is essential to passing USMLE Step 1, students who intend to
take and pass USMLE Step 1 should aim to score at least 75 percent on the final examination of all eITM block or it will be recommended that the student complete the corresponding 100-level eFoundation Science block. Those not passing an e-ITM block will be recommended to take the 100level e-Foundation Science block, corresponding to the e-ITM block in which the student scored below
75 percent. The 100-level e-Foundation Science blocks consist of four-week, full courses of what
medical students need to know in each of the basic sciences. (Details below.)
As students in a graduate-entry course, many with extensive healthcare experience and/or advanced
degrees, e-ITM students are expected to have developed competence in study techniques and Internet
technology prior to enrolling. The e-ITM module allows students to appreciate the clinical significance of
basic science principles, utilize online technical resources and effectively articulate the scientific basis
of disease. This ensures that all students progress in the distance-learning preclinical curriculum with
comparable levels of knowledge and mastery of basic scientific principles which will be built upon in
remaining preclinical modules.
e-FOUNDATION SCIENCES (100 AND 200 LEVEL SERIES)
Upon completing the e-ITM, students take two five-week 200-Series e-Foundation Sciences blocks:
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e-Foundation Sciences 201 covers molecular biology, biochemistry, and medical genetics.
e-Foundation Sciences 202 covers gross anatomy, general pathology, microbiology, immunology
and general pharmacology.
Students scoring less than 60 percent in the e-Foundation Sciences 200 series will be required to
complete the corresponding 100-level e-Foundation Sciences blocks prior to enrollment in the SystemBased Modules. For example, a student scoring less than 60 percent on e-Foundation Sciences 201
will have to pass the four-week 100-level Biochemistry and Molecular Biology & Medical Genetics
blocks (two blocks) before progressing in the program.
The e-Foundation Science 100-level series blocks are not required prior to beginning the
System-Based Modules unless the student does not make the required grade in e-Foundation
Sciences 201 and 202.
More About 100-Level e-Foundation Science Series
The 100-level e-Foundation Science blocks (individually or in their entirety) are available at an
additional cost to any student who needs them. The entire 100-series totals 40 weeks of instruction. A
student may enroll in one or more modules of the 100-level e-Foundation Science courses:

by choice upon admission to OUM (prior to the Introduction to Medicine module),
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Oceania University of Medicine
CATALOGUE 2014/15

upon completion of the Introduction to Medicine module by choice and/or the recommendation of
the student’s academic adviser,
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as a requirement due to poor performance on part or all of the e-ITM, or
by choice and/or recommendation of his/her academic adviser upon completion of OUM’s ten
preclinical modules as an adjunct to preparation for USMLE Step 1. This includes students who
have completed the System-Based Modules but are unable to achieve a satisfactory score on
the in-house screening examination for USMLE Step 1 within the allowed time period.
As the 100-level e-Foundation Science blocks are intensive expansions of the basic science disciplines
taught during e-ITM blocks, each four- week 100- level block covers one or more of the following:
Biochemistry. Classic and molecular biochemistry, including structure, function, and biosynthesis
of macromolecules, metabolic interrelations and control mechanisms, and biochemical genetics.
Application of recent advances in knowledge of molecular bases for cellular function to disease
states (diagnosis, prevention, and treatment).
Molecular Biology. The study of the structure and function of the genetic material, including DNA
structure, DNA replication and recombination, regulation of gene expression, and protein synthesis.
Both prokaryotic and eukaryotic systems are examined, including contemporary recombinant DNA
technology and applications of molecular cloning procedures.
Medical Statistics. Introduction to statistical methods used by medical researchers, including
descriptive statistics, hypothesis testing, analysis of variance, regression, and correlation.
Physiology. Functional features of the major organ systems in the human body. Emphasis on
homeostasis and the interactions of organ systems in health and disease.
Pharmacology. The various classes of drugs that are used in medicine, particularly those used in
specific or symptomatic treatment of disease states, are covered. Drugs of abuse are also covered.
Emphasis is on the mechanisms of action of drugs at the organ and system level and on their use
in medicine.
Medical Genetics. An introduction to human genetics. Topics include human gene organization
and expression, chromosome structure, karyotyping, chromosomal aberrations, sex determination
and sex chromosome abnormalities, patterns of single gene inheritance, linkage analysis, human
gene mapping, inborn errors in metabolism, human population genetics, polymorphic cell surface
antigens, multifactorial inheritance genetics of cancer, prenatal diagnosis, and uses of recombinant
DNA in medical genetics.
Microanatomy/Cell Biology. Microanatomy is designed to provide students with knowledge of the
major features of the structural organization of cells, tissues, and organs, and how that organization
is related to function. Cell biology involves an analysis of the basic structure and function of human
cells, with an emphasis on the regulation of cellular processes. The basic features of membranes,
cellular compartmentalization, protein trafficking, vesicular transport, cytoskeleton, adhesion, signal
transduction, and cell cycle are covered.
Anatomy. A systems approach to the analysis of human structure. Molecular, cellular, tissue,
organ, and organ system levels of structure and organization are integrated throughout.
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Oceania University of Medicine
CATALOGUE 2014/15
Neuroanatomy. How neuroscience uses tools of many disciplines, from imaging to behavior, to
develop and test hypotheses about functions of specific parts of the brain. Basic organization of
nerve cells and the human nervous system, methods of visualizing nerve cells, neural connections,
and neural activity patterns are covered.
Embryology. Embryologic development from ovulation through birth is covered and is organized
by organ systems. Topics are integrated with human anatomy to facilitate understanding of
anatomic relationships, selected birth defects, and anatomic variants.
Microbiology. Comparative metabolism of small molecules and cell structure and relationship to
microbial classification are covered, including macromolecule synthesis and regulation, cell
division, growth, and effects of antibiotics.
Immunology. A study of humoral and cellular immunology. Topics include lymphoid systems,
cells, antigens, antibodies, antibody formation, cellular immunity, and tumor and transplantation
immunology. Diseases and altered immune states associated with each topic are discussed in
detail.
Behavioral Medicine. Lectures in normal human development and psychopathology. The course
focuses on biological, psychological, and social substrates of normal and pathological human
behavior, including major the diagnosis and treatment of psychiatric disorders.
Pathology. An overview of the molecular mechanisms of human diseases, including neurologic,
hematologic, neoplastic, and infectious diseases.
SYSTEM-BASED PRECLINICAL STUDY–MODULES 3 THROUGH 12
These ten System-Based Modules feature six weeks of content, combining the basic and clinical
sciences in a case format. During each week of the module, a new PBL case and its supporting
materials are accessed online through Moodle and fully examined as the basis for classroom
discussion. Six cases are covered each term, with a review period and the final exam during the
seventh week.
Along with a detailed case presentation, the student will receive a live Collaborate lecture from the
faculty, participate in another Collaborate lecture which covers key concepts/tasks, and engage in
directed independent study. While the interactive lectures complement the cases, the required reading
covers the organ system in its entirety. The System-Based Modules include:
Cardiovascular. The cardiovascular cases include chest pain, arterial hypertension, pulmonary
hypertension, arrhythmia, infective endocarditis, and congenital heart disease.
Endocrinology. The endocrinology cases include thyroid disease, parathyroid disease, pituitary
disease, adrenal disease, type 1 diabetes mellitus, and type 2 diabetes mellitus.
Gastrointestinal. The gastrointestinal cases include esophageal disorders, gastric and duodenal
disorders, intestinal disorders, hepatic disorders, cirrhosis, and pancreatic and biliary disorders.
Hematology-Immunology. The hematology-immunology cases include immunodeficiency
disorders, systemic lupus erythematosus, leukemia, lymphoma, anemia, and hemostasis.
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Oceania University of Medicine
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Musculoskeletal. The musculoskeletal cases include rheumatoid arthritis, muscular dystrophy,
osteogenesis imperfecta, gout, osteoporosis, and osteosarcoma.
Neurology & Neuroscience. The neurology and neuroscience cases include multiple sclerosis,
bacterial meningitis, epilepsy, Alzheimer’s disease, Parkinson’s disease, and stroke.
Renal. The renal module focuses on glomerulonephritis, nephrotic syndrome, acute and chronic
renal failure, fluids and electrolytes, acid-base balance, and nephrolithiasis via written case
vignettes with a strong emphasis on the underlying basic science principles.
Reproduction. The reproduction cases include sexual development, amenorrhea, prolactinoma,
cervical cancer, breast cancer, and prostate cancer.
Respiratory. The respiratory cases include asthma, tuberculosis, pneumonia, HIV, lung cancer,
and COPD.
Trends and Topics in Medicine. Trends and Topics in Medicine includes case studies in
behavioral medicine, legal medicine, medical ethics, integrative medicine, nutrition, and preventive
medicine to offer the student a well-rounded exposure to current issues facing the medical
profession.
Basic science disciplines integrated into PBL cases and covered throughout preclinical curriculum are:
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Anatomy
Biochemistry
Behavioral Science
Cell Biology
Embryology
Genetics & Cell Biology
Histology
Immunology
Microbiology
Pathology
Pharmacology
Physiology
As students progress through each preclinical module, they develop and improve skills of clinical
reasoning as they apply their expanding knowledge to virtual medical scenarios depicting unique, as
well as common, human conditions and ailments. These skills are essential to success during the core
clinical clerkships and electives.
Research Requirement
All students in the MD program, matriculating in July 2014 and beyond, are required to complete an
original research project and to publish the results in Medical Student International, the student
research journal created by OUM faculty, or a peer-reviewed journal, prior to graduation. Students will
need to identify a faculty member who is willing to oversee their research project and manuscript
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Oceania University of Medicine
CATALOGUE 2014/15
preparation. It is recommended that students select their research faculty sponsor early as they are
required to submit a research prospectus prior to completion of their fifth System-Based Module. Once
the prospectus is approved, the student will enroll in the Topics in Medical Research course (Preclinical
Module 13 on the Curriculum Chart on page 11), which may be taken during the preclinical or clinical
modules. The research course provides 20 hours of faculty time to work with the student on the
research project.
Time Commitment: Preclinical Phase
Each preclinical module includes an extensive amount of information in a short period. Students
generally enroll in only one module at a time, because they are designed as a full-time study workload
requiring a minimum of 40 hours per week for completion. Only students demonstrating consistent
superior performance and a mastery of the material will be approved to take a second concurrent
preclinical module in a term.
Each 40-plus hour week during preclinical studies (not including the e-ITM) requires students to
dedicate:
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2-3 hours to online interaction with the academic instructor and fellow students;
2 hours to recorded didactic lectures;
1 hour to individual interaction with an academic adviser;
1 hour of interaction with their personal physician mentor;
34-plus hours to reading assigned text material and other resources related to cases, completing
course assignments, and other self-directed learning.
Given the intense workload, students should expect to complete the program in four to five years,
though there is some flexibility built in for students who may need extra time for work, family, and other
life events.
United States Medical Licensing Examination (USMLE) Step 1
The preclinical modules are benchmarked to cover much of the content required by USMLE Step 1.
After completion of the tenth and final System-Based Module, MD students who intend to complete
clinical rotations at US teaching hospitals and all students seeking to practice medicine in the United
States must pass the United States Medical Licensing Exam USMLE Step 1, to be eligible to proceed
into the clinical phase of study.
NOTE: Students who will not be rotating at US teaching hospitals are not required to pass the USMLEs
and may begin clerkships after completing the preclinical curriculum.
Preparing for the USMLE Step 1
Prior to taking Step 1, the student must pass OUM’s In-House Exam (IHE) to receive the University’s
approval to sit for the USMLE Step 1. The IHE uses USMLE-style questions to help assess the
student’s readiness to take the exam. Offered on the last Friday of each month, the In-House Exam is
recommended to students to take throughout the preclinical curriculum in order to help gauge their
progress toward readiness for Step 1. Additionally, OUM has resources to help students prepare for
USMLE Step 1, including personal guidance from faculty and academic advisers and a hybrid USMLE
preparation program scheduled to be offered twice a year for an additional fee.
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Oceania University of Medicine
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Students are strongly encouraged to research and abide by the timeframe during which they are
required to complete all three steps of the USMLE, according to the individual state in which licensing is
desired.
Transition from Clinical Theory to Clinical Rotations—Clinical Skills Course
Graduating students with superior clinical skills is a key educational objective of OUM’s MD program. In
order to assure that these skills are in place prior to the start of clinical rotations, the Kaplan Clinical
Skills (CS) course is required for all students who will be rotating at US teaching hospitals.
The Kaplan Test Prep Step 2 CS course is designed to prepare students to be able to examine patients
and to communicate effectively and professionally with patients and their family members. It also
prepares students for the order and review of diagnostic tests and pathology reports, especially in
hospital scenarios. In addition to passing the USMLE Step 1, a student must pass the Kaplan CS exam
prior to commencing clinical rotations at US teaching hospitals.
The Kaplan CS course is offered in an online format for four, three-hour sessions or as a five-day live
course in Chicago, Newark, or Pasadena (14-17 sessions per year). The cost of the Kaplan Test Prep
Step 2 CS course, including associated travel and overnight accommodations, is at the expense of the
student. For more information students should visit www.kaptest.com.
NOTE: Students are required to begin clinical rotations within six months of passing their USMLE Step 1 or
final preclinical module, if Step 1 is not required.
Clinical Modules: Clerkships and Rotations
Upon completing their preclinical training and passing their preliminary exams, OUM students become
eligible to enter 72 weeks of clinical clerkships/rotations. Core clinical clerkships cover 56 weeks,
followed by 16 additional weeks of advanced medical/surgical and general elective rotations.
At least one four-week clinical rotation must be completed at OUM’s home in the South Pacific. Clinical
clerkships are available in the nation of Independent Samoa and the US territory of American Samoa.
Community/Family Medicine is recommended, but it is suggested that students discuss the Samoa
rotation with their Dean prior to beginning the clinical modules. For the American Samoa rotations,
immigration and student visas will not be a problem for US and non-US students, since American
Samoa is a territory of the United States.
Upon completion of the core clinical rotations, students begin elective rotations (typically in four-week
increments). Electives may expand further study into core subjects or introduce students to new areas.
During rotations, students acquire and maintain skills needed to provide total patient care by gaining an:
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understanding of the therapeutic nature of the patient-doctor relationship;
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ability to systematically elicit and interpret clinical signs/symptoms by interviewing and examining
patients with sensitivity;
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understanding of the necessary steps of evaluating difficult situations and making decisions in
uncertain circumstances.
ability to listen to and identify concerns of patients and their families and to respond to those
concerns;
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Oceania University of Medicine
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During core rotations, students are assigned to the clinical supervisor at the teaching hospital to
complete clerkship training. Together with the hands-on training, students are required to view daily
lectures and take a corresponding written examination upon completion of each core clerkship. Within
one week of completing the clerkship, the student must take the 50-question final examination in
accordance with the OUM proctoring procedure.
This portion of the clinical curriculum is designed both to highlight important learning objectives and to
complement knowledge acquired during rotations. OUM expects personal dedication to scholastic
achievement and active participation in completing the learning activities outlined in each case. The
goal of these problem-based cases and directed-learning activities is to bring specific issues forward in
an appropriate clinical context.
Clinical students will have an opportunity to train in both ambulatory and in-patient settings. The time
spent on each will differ from clerkship to clerkship and from one hospital to another, but these
differences are not significant in terms of enabling students to meet the module objectives.
The core clinical modules in OUM’s MD program and their durations are:
Core Modules
Module Code
Duration
Internal Medicine
IM
12 weeks
Surgery
SUR
12 weeks
Pediatrics
PED
8 weeks
Obstetrics & Gynecology
OBG
8 weeks
Psychiatry
PSY
4 weeks
Emergency Medicine
EM
4 weeks
Community Medicine
COM
8 weeks
Internal Medicine
Students learn the steps necessary for proper patient diagnosis and treatment. This includes learning to
take complete medical, personal, and family histories. Students also learn how to perform a diagnostic
work-up and develop a plan for managing patient care. Students participate in clinical conferences
where they learn to report findings and conclusions logically and succinctly.
Surgery
Students acquire knowledge, skills, and attitudes necessary for the recognition and management of
patients with disorders that require surgical evaluation and surgical intervention. In the process, they
become familiar with the principles, clinical reasoning, techniques and tools used by surgeons, and with
operating room policies/procedures.
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Oceania University of Medicine
CATALOGUE 2014/15
Pediatrics
Students acquire special skills and knowledge required for the treatment of infants, children, and
adolescents. Students gain an appreciation of acute pediatric illnesses, assessment of child health,
pediatric outpatient and community pediatrics.
Obstetrics and Gynecology
Students learn about the body’s response to pregnancy, labor, delivery, and the postpartum period –
both normal and abnormal. They also become familiar with the diagnosis and treatment of major
gynecological disease and various family planning methods.
Community Medicine
Students acquire the principles of family medicine and their application to community practice.
Emphasis is placed on continuous and comprehensive healthcare for people of all ages within the
context of their families, social groups and communities, and on understanding influential factors in a
population’s health and the respective roles of health promotion, prevention and treatment of disease.
Emergency Medicine
Students familiarize themselves with the key principles, such as assessment of acutely ill patients,
triage, trauma management, and resuscitation.
Psychiatry
Students become familiar with the major categories of mental illness, including diagnosis and methods
of therapy. In the process, they learn how to take a psychiatric history and to evaluate mental status.
The order of core clinical modules may vary. Modifications may be necessary to accommodate more
established clerkship programs at affiliated teaching hospitals.
Elective Rotations
Upon completion of the core clinical rotations, students will take 16 weeks of University-approved
elective rotations (typically four four-week rotations). Electives typically cover three main areas:
medical, surgical, and general subspecialties. The electives focus on patient management problems,
exposure to the specialties, and the acquisition of additional procedural skills prior to beginning a
supervised internship/residency program.
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Medical elective options include exposure to medicine at a higher level, integrating other
specialties and introducing internal medicine subspecialties such as endocrinology,
rheumatology, and infectious diseases, as well as pediatric specialties, pain management, and
hyperbaric medicine.
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Surgical electives provide continued development of surgical techniques and patient
management, as well as exposure to subspecialties such as anesthesiology, trauma surgery,
orthopedics, ophthalmology, and plastic surgery.
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General electives provide exposure to a broad range of medical and healthcare specialties
ranging from forensic medicine to sleep medicine and occupational health. A complete listing of
University-approved electives in all three categories can be obtained by contacting
[email protected].
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Oceania University of Medicine
CATALOGUE 2014/15
When to Arrange Clinical Rotations
Midway through the preclinical modules, students are encouraged to contact the student affairs staff to
begin making decisions about where they want to complete clinical training. Options will be discussed
with the student, including an update on current OUM clinical affiliations and the rotations available at
each site. Depending on the student’s proposed rotation plan, preparation will commence based upon
the student’s needs. Students are provided with a list of documents commonly requested by clerkship
site staff: immunization records, current CV/resume, secure background checks, and other essential
information.
Students will be asked to decide where they intend to complete clerkship training, either at OUM’s
home in the South Pacific (in Samoa or American Samoa), where all core and elective rotations may be
available, or at one of the regional teaching facilities where OUM has established a formal relationship.
A third option, which requires significant collaborative effort between the student and school, is for
clinical rotations to be arranged at a facility closer to the student’s home. In the latter instance, the
student is asked to provide recommended hospitals, which OUM staff will research to identify available
rotations and whether that facility is an accredited teaching institution. Students may request assistance
from mentors and other physician colleagues to identify prospective clinical training sites and the
appropriate administrative staff to contact. OUM’s clinical faculty may make contact with these mentors
and physician connections to discuss possible opportunities.
Under most circumstances, OUM will not make arrangements with a US facility that is not identified as
an accredited teaching hospital by the Accreditation Council for Graduate Medical Education (ACGME),
also referred to as “green book” hospitals. Medical centers without the official infrastructure in place to
enroll, evaluate, and record student rotations may not be able to verify training should a licensing body
contact them in the future. Many US states will not license physicians who did not train in accredited
teaching hospitals. A Dean or Associate Dean will make direct contact with these accredited teaching
hospitals, and every effort will be made to accommodate a student’s location preference.
For clerkships at teaching hospitals in Australia, New Zealand and India, the best source of clinical
rotations remains the network of hospitals and clinics at which OUM student and faculty have secured
positions over the years. These rotations are usually arranged by the student with assistance from OUM
staff. Australian and New Zealand students should inquire about available clinical rotation sites at
[email protected].
For American and Canadian students, the University will negotiate a required affiliation agreement with
the teaching hospital to ensure that OUM students train with the same academics, privileges, and
procedures as all other medical students training at that hospital. While students may reach out to
colleagues to explore clerkship opportunities, the affiliation agreement process is complex and OUM
students should not contact the teaching hospital directly or attempt to negotiate any aspect of
affiliation. American/Canadian students should provide hospital and contact information to
[email protected]. Since affiliation agreements can take several months to finalize,
students are encouraged to begin dialogue with their physician colleagues and OUM staff as early as
possible. Students farthest along in their preclinical curriculum will take priority in clerkship research and
negotiation.
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Oceania University of Medicine
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Time Commitment: Clinical Phase
Between hands-on rotations and completing the clinical curriculum assignments, students will spend
50-60 hours per week completing their clinical modules. The following table indicates components of a
typical core clinical module, the mode/location of delivery, and approximate time expected to
accomplish each activity. Students are advised to discuss their expected schedule with both their onsite clerkship supervisor and the clinical module coordinator. Given the intense workload, students
should plan on devoting full time to clinical clerkships – other employment may not be possible or
advisable.
Location / Delivery
Approximate Time
Allocation
Admitting patients (re-admitting when
necessary) – includes history & physical,
clinical data gathering, procedures,
planning, management, etc.
Affiliated Teaching Hospital
15 hours/week
Patient rounds/bedside teaching (hospitalbased rotations)
Affiliated Teaching Hospital
12 hours/week
Seeing patients (outpatient rotations
Community medicine practice
10 hours/week
Clinical tutorials
Affiliated Teaching Hospital
2 hours/week
Grand Rounds
Affiliated Teaching Hospital
1 hour/week
Didactic clinical lectures
OUM – Moodle/Collaborate
5 hours/week
Reading corresponding material to support
didactic clinical lectures
OUM – Moodle
20 hours/week
Affiliated Teaching Hospital and
OUM
1 hour/week
Learning Activity Clinical
Clerkship Placement
Clinical Knowledge Lectures & Readings
Evaluation and Assessment
Activities related to evaluation and
assessment, e.g. log book preparation,
supervisor’s report, clinical knowledge (CK)
exam, clinical assessment tasks etc.
Preparing for Graduation (North America)
As the core rotations are completed, all students who are seeking to practice medicine in the United
States are required to complete and pass both parts of the USMLE Step 2, Clinical Knowledge (CK)
and Clinical Skills (CS), which are required for licensure in the US and for post-graduate training.
Prior to the final year of study, North American students gather the appropriate documentation
necessary to apply for the National Residency Match Program. It is strongly recommended that all core
rotations be completed prior to applying for the annual match. Following extensive application reviews
and personal interviews, students and residency programs are ”matched” electronically based upon
mutual preferences given by both the students and the programs. All senior medical students
throughout the US receive their residency acceptance on Match Day, held every year in March.
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Oceania University of Medicine
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Preparing for Graduation (Australasia)
After the core rotations are completed all students who have rotated at facilities other than US teaching
hospitals and do not wish to practice in the US, will prepare for and take OUM’s Final Clinical
Examination (FCE) no sooner than upon completion of the core clerkships and prior to graduation. The
written exam will measure the student’s clinical knowledge. The clinical skills portion, set up as a
multiple-station Objective Structured Clinical Examination, will evaluate the student’s clinical skills in a
variety of different patient scenarios.
Depending on where the student intends to undertake post-graduate training and to practice,
licensure or registration exams may be required before or after graduation, depending upon local
medical registration requirements. OUM has information about the requirements of the Australian
Medical Council and the Medical Council of New Zealand. For other jurisdictions, the student should
check with local authorities.
Part-time Non-Degree Seeking Students
Students who already have earned an MD or MBBS degree and wish to take additional medical school
coursework, either for personal enrichment or to strengthen their CV, may register at OUM on a parttime basis, following the normal application process. In addition to meeting OUM’s admission
requirements, non-degree seeking part-time students must:
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Enroll for a minimum of 20 weeks of coursework in one 12-month period
Pay full tuition
Accept their clinical clerkship at a hospital of OUM’s choosing.
For more information, contact [email protected].
Academic Calendar
At mid-year, OUM’s Academic Board approves the Academic Calendar for the following year. The
Academic Calendar includes the beginning and ending dates for each term, exam schedules, and other
important information. The 2015 Academic Calendar shown below features dates for North America.
Australia/New Zealand dates are one day later. For more information, visit www.oum.edu.ws.
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Oceania University of Medicine
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CURRICULUM DELIVERY & TECHNOLOGY’S ROLE
V.
UM’s MD program utilizes a blend of traditional face-to-face learning, online curriculum
materials and real-time virtual classrooms, offering students the best of today’s e-learning
capabilities. Online delivery applications Moodle and Blackboard Collaborate are the focal point
of OUM’s medical education program and student success may be determined, to a certain extent,
upon his/her understanding and comfort level using these technologies.
O
The University requires that students have access to a computer that has high-speed Internet
connectivity, is reliable, functioning, free from viruses, and is Java-enabled. Curriculum content and
delivery utilizing Moodle and Blackboard Collaborate are continuously monitored by medical scholars
from Australia, North America, and Samoa.
Moodle: OUM’s Learning Management System
OUM’s prime curriculum delivery vehicle is an established web-based education software system called
Moodle (www.moodle.org). OUM has tailored this program to maximize efficiency and function as a
teaching tool, while remaining user-friendly for students. Students access material utilizing secure
Internet connections from their personal computers. In addition to presenting the weekly problem-based
learning (PBL) case studies, exhibits, and assessments, Moodle:
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posts important instructional and administrative information for students ranging from the
academic calendar and library resources, to blind exam results (posted with student numbers,
not names).
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contains electronic copies of all curriculum documents including examinations, and student
surveys.
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gives instant messaging capabilities for registered users and the ability to send private messages
to instructors and fellow classmates.
Blackboard Collaborate
Blackboard Collaborate is a highly-regarded educational software package that provides real-time
online learning and student-teacher interaction in a live, real-time classroom environment. The software
facilitates a live classroom environment that is specifically suited to academic institutions that
incorporate distance-education into their curricula.
The Collaborate classroom enables students to “raise their hands” to ask questions, answer instructor
questions using a voting system, take notes, and carry on a group discussion much like a telephone
conference call. Collaborate’s “web tour” feature enables instructors to show students relevant websites
during class sessions and easily move among websites, white boards, outlines, and PowerPoint
presentations. Students also can use these resources for class presentations. In addition to providing
real-time lectures and classroom discussions, students have the opportunity to listen to recorded
lectures for future reference.
OUM has integrated Collaborate into all aspects of the University from classroom instruction and
student study groups to faculty/staff meetings and tutorial sessions.
In the ten seven-week System-Based Modules, an essential disease process is addressed during each
of the first six weeks in a 40-50 page case which integrates the basic and clinical sciences. Students
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Oceania University of Medicine
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participate in interactive lectures via Collaborate which focus on the diagnosis and management of the
clinical condition based on the current understanding of the basic sciences and existing technology.
The principles of the case and lectures are reinforced with extensive reading and assessed with a
comprehensive examination.
Students completing clinical rotations participate in lectures via Collaborate where specialists deliver
presentations on essential clinical topics which will be tested upon completion of each core clerkship,
and include the epidemiology, presentation, differential diagnosis, evaluation, treatment, and follow-up
of the symptom/disease process.
Expert Faculty Facilitators
OUM's faculty represents the world of medicine at its finest and most diverse. Physicians and PhD
basic science instructors trained in the world's most respected universities guide students through the
online learning process, utilizing small student discussion groups in regular tutorial sessions, or
focusing on intensive problem-based learning, self-instruction and formative assessments. In addition, a
variety of basic science and clinical specialists from Australia, the United States, and other countries
are invited to give live student seminars and lectures on the Blackboard Collaborate platform.
Clinical Key & OUM Library
OUM uses Clinical Key for its online textbooks. Clinical Key is an Elsevier product and provides online
access to textbooks, journals, practice guidelines, multimedia, and more. Clinical Key is more than just
an online repository of books; it is a comprehensive searchable knowledge base suitable for practicing
doctors and clinicians as well as medical students at every level of education. Clinical Key includes:
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Journals (500+)
Books (1,000+)
Practice Guidelines
First Consult (point of care information)
Patient education resources
Drugs information
Multimedia: images and videos (13,000+)
The OUM Library link in Moodle provides links to:
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Clinical Key newsletter of new and discontinued titles
PubMed, the comprehensive database of citations in health and medical research
Training resources on how best to use Clinical Key and PubMed
A request for assistance form to use in requesting help from the librarian
Document Supply Registration and Request forms to request copies of documents (including
book chapters and journal articles) that students needs but are not freely available.
Software Secure Remote Proctor NOW
Software Secure’s Remote Proctor NOW is the software that monitors all testing at OUM. This
downloadable software utilizes a test taker’s existing computer hardware, including webcam, speaker
and microphone to provide a secure test-taking environment from any location. Video and audio
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Oceania University of Medicine
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recording, test taker authentication, and blocking access to browsers during test taking preserve exam
integrity.
Technology Requirements for Students
The University requires that students have access to a computer that has high-speed Internet
connectivity, is reliable, functioning, free from viruses, and is Java-enabled. Students should always
have a back-up plan in case their computer experiences problems and/or is no longer in working order.
The following are recommendations for students’ computers:
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Less than two years old,
PC: Windows Vista 7 or 8,
Mac: OSX 10.7 or later with Flash and QuickTime installed,
At least 1GB RAM,
Webcam,
Broadband Internet connection with an upload speed of 200kbps or more,
Running the latest version of Internet Explorer, Firefox, Chrome, or Safari web browser,
Running the latest version of Java 7, and
An up-to-date anti-virus program.
A laptop or notebook computer is a requirement for the in-person e-Introduction to Medicine (e-ITM)
orientation session. Students who travel to Samoa to complete clinical clerkships would be better
prepared with a laptop or notebook computer. Technology owned by OUM may not be used to
download videos or music and may not be used for Internet telephone, audio or video streaming, or
other high-bandwidth activities.
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Oceania University of Medicine
VI.
CATALOGUE 2014/15
STUDENT SUPPORT: MENTORS, ADVISERS & MORE
istance learning at OUM doesn’t mean distant learning. There are many vehicles in place to
engage and connect students with each other, faculty, and other resources. Physician mentors
and academic advisers connect students to experts in the field, and the Talofa program and
OUM Student Association connect students directly.
D
Physician Mentors
When compared to the academic advisers and other student resources to be discussed in this section,
physician mentors stand out as a practical guide, providing tangible support beginning with the SystemBased Modules and potentially throughout the remainder of the student’s medical education. Mentors
do not teach case content or biomedical theory, but offer clinical experience and advice relevant to the
student’s current System-Based Module. Mentors are also encouraged to participate in research
projects and to emphasize the importance of research in professional development. In short, mentors
act as a guide, coach, and student assessment aide. Mentors assist in the learning of basic clinical
skills by demonstrating them to students. Mentors provide students with a positive role model and:

explain the career paths, personal, professional, scientific and ethical aspects of life as
physicians;
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explain how knowledge gained through case studies can be applied to the diagnosis and
management of a patient’s problem;
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demonstrate basic clinical skills related to each module’s cases;
complete a checklist assessment of the student’s clinical skills, and monitor/report his/her
knowledge and attitudes of practicing medicine.
Students are urged to identify their prospective physician mentor before beginning the e-ITM. Students
will not be allowed to register for their first system-based preclinical module until OUM has approved
their physician mentor.* Mentors must be registered/licensed physicians holding an MBBS or MD
degree, in good standing, who are currently in or have completed postgraduate medical education. In
the US, a Doctor of Osteopathy (DO) is also an acceptable mentor. The school provides materials for
students to present to prospective mentors, who complete an application for review and approval by the
student’s regional dean.
Students are expected to meet with their approved mentor one hour per week to discuss issues arising
from the problem-based learning cases, as well as to observe patient-doctor interactions, and to
become familiar with the local healthcare system. In some instances, due to distance or time
constraints, students and mentors combine their hourly sessions and meet less frequently, for longer
periods of time. Each physician mentor must have Internet access and use e-mail regularly to
communicate with the student and the school. Mentors receive a modest honorarium.
Mentors also monitor the student's behavior and attitudes toward patients, other healthcare
professionals, and the practice of medicine, in general. This information is requested in the evaluation
forms mentors complete at the conclusion of each module. Through the mentor, OUM may monitor
student well-being. If a mentor identifies that his/her mentee appears to be excessively stressed or not
coping with the workload, the mentor is asked to contact the school, which will arrange for counseling.
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Oceania University of Medicine
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There are three key areas in which OUM anticipates mentors will provide positive role modeling to
students:
1. Commitment to professionalism and the physician’s role
These impressions will likely be informal, casual student observations of his or her mentor –
punctuality, proper dress, good manners, appropriate language, organizational acumen, etc.
More serious discussions also may take place regarding global issues – bioethics, continuing
medical education (CME), practicing medicine in the face of increasing social, political and
economic pressures.
2. Communicating with patients, their families, other health professionals, and colleagues
While most medical schools now run formal courses in doctor-patient communication, these
classroom sessions could never replace a student’s direct observation of a mentor and his/her
patient.
3. Commitment as a life-long learning professional
One of the most important messages OUM conveys to students is the need to become a life-long
learner. In order to stay up-to-date, physicians must continue to learn throughout their careers.
OUM hopes mentors will demonstrate a commitment to this principle.
Physicians intending to mentor students must complete the application and return it to OUM with all
required documentation, at least four weeks prior to the student’s first System-Based Module.
Individuals with an MD, MBBS, or DO who are interested in learning more about the OUM mentoring
program are encouraged to direct queries to [email protected].
* In order to prevent a potential conflict of interest, a student shall not be able to select as his/her mentor anyone
related by blood or marriage, e.g., spouse, mother, father, son, daughter, brother, sister, grandparent, or cousin.
Academic Advisers
The primary contact for MD students regarding their academic status and program progression is their
academic adviser. Academic advisers help customize the student’s transition into the OUM program,
are available upon request for students in good academic standing (but required for students having
academic difficulty), and are able to meet with a student for one hour each week via electronic means.
The academic adviser provides continuity in the program and helps students overcome impediments
inherent in a distance-learning environment. Many academic advisers are also instructors for the
preclinical curriculum including the e-ITM module, e-Foundation Sciences blocks, and the SystemBased Modules. Thus, advisers are familiar with the OUM curriculum and licensure requirements in
their country. The academic adviser serves as the student’s coach for benchmark exams such as the
USMLE, by assisting with preparing the student for the exam and eliminating deficiencies in the
student’s knowledge base through reading assignments, test questions, and practice exams.
Academic advisers will:


make regular contact with students via telephone/e-mail/Skype;
guide students through the high volume of required readings assigned during each module;
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Oceania University of Medicine
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
assess the student’s knowledge as applied to material in the current module and as a whole, in
light of other modules taken;

interact with instructors and/or physician mentors, if necessary, to gain insight into academic or
clinical performance;



make assignments to facilitate learning or to supplement formal instruction;
regularly provide sample USMLE questions for students to complete;
establish a means by which to document and assure comprehension, and assess the student’s
fund of knowledge and readiness to progress from one module to the next.
All of OUM’s academic advisers hold an MD, MBBS, DVM, or PhD in one of the basic sciences. They
will also have familiarity with licensure exam requirements in their respective country.
Talofa Student Peer Mentoring Program
Early in their studies, OUM students will be provided the opportunity to meet with a volunteer student
mentor as part of the Talofa student mentoring program to gain knowledge, receive guidance and
camaraderie from more experienced students with the ultimate goal of increasing satisfaction, retention,
and overall student success.
All incoming students are required to participate in Talofa during the e-ITM as the interactions will
provide helpful information and insight from students on how to best navigate the program. Mentoring
sessions are generally attended by groups of students, focusing on a specific topic such as time
management, test taking tips, USMLE study strategies, and internship and residency strategy.
In the Samoan language, “talofa” is a sign of respect and means “hello” or “welcome.” The seasoned
student will be referred to as “pa’aga” rather than mentor. “Pa’aga” in the Samoan language means
“buddy,” “mentor,” “team,” or “friend.” In addition to all incoming students, preclinical students may
request to join the Talofa program, and students who have been placed on academic probation will be
required to participate in the Talofa program. Pa’aga will reside in the same country as his/her mentee,
and where possible, the same geographic area.
Pa’aga can be expected to assist with:




Classroom mechanics – Moodle, Collaborate, remote proctoring system, etc.
Overcoming barriers – commitments, time management, etc.
Support system
Study tips
Study Skills Sessions
Study skills sessions are a facilitated, fee-based service that students can access while enrolled in the
basic-science curriculum. The module or course specific sessions will be limited to 10 students, and
they will have a start and end date corresponding to the duration of each module or course. Led by an
academic adviser with a background in student retention and student learning, the sessions are
designed to help students hone their study skills to become more efficient and effective. The weekly
sessions will also help students prepare for their USMLE-level exams. Study skills sessions are
optional, and participants are accessed an additional fee.
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Oceania University of Medicine Student Association (OUMSA)
The OUM Student Association (OUMSA), formed by students in early 2014, is a chapter of the
American Medical Student Association (AMSA), one of the largest medical student associations in the
world. Though AMSA is located in the US, membership in AMSA and the OUMSA is open to all OUM
students, no matter where they live.
The OUMSA constitution seeks to represent and promote the interest of OUMSA to all relevant bodies,
to promote awareness among OUMSA members of issues relevant to the study and practice of
medicine and to affect change in the medical education process. To that end, OUMSA can serve as a
helpful source of information to students who are trying to navigate the various medical registration
pathways and global internship opportunities available to OUM’s diverse student body.
International Medical Honor Society
OUM students who excel academically will be eligible for nomination by the faculty in the newly formed
international medical honor society, Mu Delta Iota (MDI). Following criteria used by the renowned
Alpha Omega Alpha (AOA) national medical honor society, MDI will accept faculty nomination of
students in their first year of clinical rotations. MDI is now an option for academically gifted international
medical students who previously were not eligible for membership in AOA.
Student-to-Student Learning—An Added Bonus at OUM
In addition to the structured programs and resources that OUM provides to students, the program
attracts a student population with a wealth of clinical experience, many with extensive careers (up to
30 years) as nurse practitioners, senior nurses, respiratory therapists, physician assistants,
paramedics/ambulance officers, physiotherapists, chiropractors and other clinical health specialists.
These individuals bring many skills and life experiences to the classroom and help to nurture rich and
vibrant discussions, creating a unique classroom dynamic conducive to learning. This highly
interactive environment produces students who are supportive and encouraging to fellow classmates.
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VII.
CATALOGUE 2014/15
ASSESSMENTS & EXAMINATIONS
O
UM has developed a series of assessment and examination instruments to measure the
competencies expected of its graduates, as outlined in the Pathways to Practice section.
Additionally, to ensure that all MD students are receiving the necessary support in their quest
for a degree, the Student Progress Committee, comprised of an administrator and a faculty member
each from North America and Australia/New Zealand, meets regularly to monitor the progress of each
student and recommend remedies when students are not making sufficient progress toward graduation.
Remedies may include individual intervention or systemic changes necessary to remove barriers that
may impede student progress in general.
Below is a summary of the specific modalities used to measure student readiness to meet the
University’s graduation requirements.
1. Knowledge: Acquisition and Retention
Tools to assess gained medical knowledge include:

Weekly quizzes, a basic science qualifying examination, and a final examination at the end
of each preclinical module






In-House Exam, which is typically used to measure readiness for USMLE Step 1
United States Medical Licensing Exam (USMLE) Step 1
Summative clinical knowledge exam during clinical modules
Clinical Supervisor Reports during core rotations and electives
Final Clinical Examination (FCE) Part 1 or USMLE Step 2 CK (Clinical Knowledge)
Publication of research paper in Medical Student International
2. Clinical Skills Development
Clinical skills assessment tools include:





USMLE Step 2 CS (Clinical Skills)
FCE Part 2
Clinical Supervisor Reports
Clinical Log Book Assessment
Clinical Skills Workshop Exam
3. Personal Attributes and Behaviors
Tools to evaluate the attributes and behaviors necessary to successfully practice medicine include:




Preclinical Student Assessment form, completed by the student’s Physician Mentor
Preclinical and foundation module faculty assessment
Clinical Supervisor Reports
Medical School Performance Evaluation (MSPE) for US residency applications
With its diverse international student body, OUM acknowledges that its students face a broad range of
licensing exams from their home countries or those in which they plan to practice medicine. To align
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these needs with the medical curriculum and assessment process, OUM has developed a preclinical
question bank (QBank) of multiple-choice questions (MCQs) modeled after USMLE Step 1 and Step 2
questions. Many of these questions involve a “clinical vignette” that requires each student to adopt a
clinical reasoning process and to test basic science or clinical knowledge. This style of MCQ has been
incorporated into OUM’s formative and summative assessments, with practice exams available to
enhance individual exam preparation.
Foundation and Preclinical Module Assessment
CONTINUOUS ASSESSMENT
As physicians must perform well on the job every day, OUM medical students are evaluated on a
continuous basis, whether on campus in Samoa or in the distance-learning curriculum. Continuous
assessment parameters may include:


Grading of weekly assignments and interaction with fellow students and instructors, and
Weekly live lecture attendance and participation on Blackboard Collaborate for distance-learning
students.
FORMATIVE ASSESSMENT
OUM’s distance-learning curriculum has a weekly assessment during all preclinical modules in the form
of a multiple-choice quiz based on that week’s required reading. This assessment is intended to help
the learner identify his/her strengths and weaknesses, and to confirm comprehension of the week’s
reading. Since the quizzes are administered on a weekly basis, the students have the opportunity to
concentrate on areas that may need remediation. In this learning environment, students with differing
strengths often help one another study and master the material.
SUMMATIVE ASSESSMENT
A summative assessment (examination) is held at the end of each preclinical module, which counts
from 50 to 67 percent of the final grade.
Preclinical System-Based Module exams contain 100 multiple-choice questions (MCQ), half of which
are applied knowledge questions containing a clinical vignette and the remainder are recall questions,
usually one-line questions assessing isolated facts.
Exams are administered online and proctored virtually by web-based testing software. Remote Proctor
Now locks student computers into a testing program which monitors activity and prohibits access to
browsers or other operating systems during the exam in order to preserve academic integrity.
GRADE REPORTS
Module final grade results also are made available on Moodle without students names included. A
transcript of grades is sent to students at the completion of the ten preclinical modules, if needed, while
preparing for clinical rotations, and again when clinical modules and clerkships are completed.
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The grading system for OUM module assessments is as follows:
90 percent or above
80-89 percent
70-79 percent
60-69 percent
0-59 percent
= High distinction (HD)
= Distinction (D)
= Credit (C)
= Pass (P)
= Fail (F)
MENTOR EVALUATION
As students meet with their mentors each week, progress is continually monitored. Students also get
the opportunity to observe patients and discuss with their mentor aspects of the weekly case and/or the
module’s body system focus, in general.
Mentors are required to complete a student performance evaluation at the end of each module.
Students are assessed on the following criteria:



Reliability and responsibility (duty),
Self-improvement and adaptability (progress),
Relationship with colleagues and the mentor’s patients and their families (professionalism).
Mentors evaluate student behavior and attitudes toward patients, other healthcare professionals, and
the overall practice of medicine. This information is detailed in the evaluation forms mentors complete at
the conclusion of each module. Through the mentor, OUM also may monitor student well-being. If a
student appears to be excessively stressed or not coping with the workload/course material, the mentor
is asked to contact the school, which will arrange for counseling. While the mentor may be the first and
most convenient learning resource, OUM’s online instructors with specialized expertise are called upon
to tutor struggling students, as necessary.
STUDENT FEEDBACK AND MOODLE SURVEY
At the end of each module, all students are required to complete a detailed Moodle survey to provide
invaluable feedback to the faculty on the quality of teaching, curriculum content, and learning resources
(Exam Master, Collaborate Live). OUM faculty and administration carefully review and summarize
student feedback following each module and incorporate key changes into future modules.
Assessment at the Completion of Preclinical Modules
USMLE STEP 1 EXAMINATION
Students intending to complete clinical rotations and practice medicine in the United States must pass
the USMLE Step 1 as a pre-requisite for entry into the clinical modules and as a graduation
requirement. Students are required to complete the appropriate USMLE preparation, as directed by the
school. Students who fail the USMLE are not permitted to begin clinical clerkships at teaching hospitals
until after their re-examination and subsequent passing of the USMLE Step 1.
To assist students in their preparation for the USMLE Step 1, OUM has created an intensive program
combining proven external resources and internal review, bringing together special areas of emphasis
from the curriculum with study strategies and test taking skills. In order to be certified to take USMLE
Step 1, the student must score 80 percent or more on the in-house preparation exam.
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Passing the USMLE examinations (Steps 1, 2, 3) is a requirement for obtaining medical licensure in the
United States. Step 1 is an online MCQ examination containing 350 questions covering basic science
principles in anatomy, neuroanatomy, embryology, biochemistry, molecular biology, medical genetics,
microanatomy, physiology, pathology, microbiology, immunology, pharmacology, behavioral science,
and biostatistics.
USMLE Time Limits
A student must take the USMLE Step 1 within the three-month period following completion of the final
preclinical module. If the student does not pass the in-house examination during that time period, the
student will be encouraged to enroll in the e-Foundation Sciences module. Alternatively, the student
may elect to switch to OUM’s Master of Health Sciences degree or commence clinical clerkships at
non-teaching community hospitals, understanding that some state medical boards may not recognize
the validity of those clerkships. Once a student passes the USMLE Step 1, he or she will be permitted
to commence clerkships at US teaching hospitals, typically beginning with the earliest available
clerkship opportunity. In the case of the USMLE, a three-step exam, students are strongly encouraged
to research and abide by the timeframe during which they are required to complete all three steps of the
exam, according to the individual state in which licensing is desired.
Clinical Module Assessment
At the end of each clinical module, attending physicians at the affiliated teaching hospital submit a
supervisor’s report that describes the student’s performance in the clinical rotation. For core clerkships,
there is a final exam, based on the recorded lecture materials and readings, which counts for 50
percent of the final grade.
CLINICAL KNOWLEDGE (CK) EXAM
The clinical knowledge exam consists of 50 “single best answer” multiple-choice questions. Content of
the clinical knowledge exam is derived from the didactic lectures on Collaborate and assigned readings.
Within one week of completing a core clerkship (see page 19 for a list of core clerkships), the student
must take the final examination in accordance with the OUM proctoring procedure; the passing score is
60 percent. Student mastery of clinical content is collectively assessed again when students take the
USMLE Step 2 CK or OUM’s Final Clinical Examination (FCE) at the completion of their seven core
clinical modules.
CLINICAL LOGBOOK
Students are required to maintain a log of their clinical experiences during each rotation. A minimum
number of entries must be recorded for each activity, including case histories taken, clinical procedures
attempted, seminars attended, etc. To ensure that students receive the maximum evaluation for this
portion of their assessment, they are advised to return the completed log, signed by their clinical
supervisors, as soon as possible following the completion of each clerkship to OUM’s clinical rotations
coordinator. Students should take care to respect patient confidentiality in the logbooks, as mandated
by local laws and customs.
CLINICAL SUPERVISOR’S REPORT
At the completion of each clinical rotation, both core and elective, supervising physicians submit a
student performance evaluation. The clinical supervisor awards quantitative marks based upon
predetermined criteria including assessment of medical knowledge, clinical competency, skills, and
professional behavior. Clinical supervisors are asked to return the report to the clinical rotations
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Oceania University of Medicine
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coordinator as soon as possible following the end of the clerkship, either faxed or as an electronic
document (i.e. scanned PDF file) to [email protected].
In order to receive a passing grade for each clinical module, students must obtain a 60 percent score (≥
21/35) on their Clinical Supervisor Reports. If a student’s supervisor report scores less than 21/35,
he/she must repeat the entire clinical module at his/her own cost.
STUDENT FEEDBACK
Student remarks are a vital component of the curriculum review process and such feedback helps the
clinical curriculum team to improve the quality of rotations. All students in their clinical phase are
strongly encouraged to complete the feedback survey.
Assessment at the Completion of Clinical Modules
FINAL CLINICAL EXAMINATION (FCE)
Students wishing to practice in Samoa or other non-USA countries or US-based students who do not
take the USMLE must take OUM’s Final Clinical Examination. The FCE is designed to assess clinical
knowledge and clinical competencies. To qualify for the FCE, students must successfully complete the
seven core clinical modules and also submit:


a signed logbook for each clinical module
a clinical supervisor’s report for each clinical module
The written portion of the FCE that measures clinical knowledge is administered online via OUM’s exam
proctoring system. The clinical skills portion of the FCE called the Objective Structured Clinical
Examination (OSCE) uses standardized patients, i.e. people trained to portray real patients, and is
usually offered two times each year, in October/November and March/April, at a designated center in
Australia. An examination fee will be charged for the clinical skills exam.
USMLE STEP 2 EXAMINATION
Students planning to practice exclusively in the US are required to take the USMLE Step 2 CK and CS
exams in lieu of the FCE. Step 2 assesses whether or not a student has acquired the medical
knowledge, skills, and clinical science understanding essential to provide supervised patient care in a
residency training program. Step 2 Clinical Knowledge (CK) evaluates a student’s clinical science
understanding, primarily relating to physician task and disease categories. Step 2 Clinical Skills (CS)
uses standardized patients, i.e. people trained to portray real patients. The CS case scenarios cover
common and important situations that a physician is likely to encounter in clinics, doctors’ offices,
emergency departments, and hospital settings in the United States. For students whose
practice/licensing plans require them to take the USMLE Step 2 CK & CS exams, passing both parts is
an OUM graduation requirement. For more information about the exam, visit www.usmle.org.
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Oceania University of Medicine
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VIII. PATHWAYS TO PRACTICE: GRADUATION & LICENSING
T
he OUM faculty has established a set of educational objectives which identify the knowledge,
skills, and personal attitudes/behaviors that its graduates must gain in order to successfully
practice medicine in today’s changing medical landscape. OUM graduates will have attained the
following competencies upon completion of the program:
Knowledge

Knowledge of the normal structure and function of the body (as an intact organism) and of each
of its major organ systems.

Knowledge of the molecular, biochemical, and cellular mechanisms important in maintaining the
body’s homeostasis.

Knowledge of the various causes (genetic, developmental, metabolic, toxic, microbiologic,
autoimmune, neoplastic, degenerative, and traumatic) of maladies and the ways in which they
operate on the body (pathogenesis).

Knowledge of the altered structure and function (pathology and pathophysiology) of the body and
its major organ systems that are seen in various diseases and conditions.

An understanding of the power of the scientific method in establishing the causation of disease
and efficacy of traditional and non-traditional therapies.

An understanding of the need to engage in lifelong learning to stay abreast of relevant scientific
advances, especially in the disciplines of genetics and molecular biology.

Normal pregnancy and childbirth, the more common obstetrical emergencies, the principles of
antenatal and postnatal care, medical aspects of family planning, and psychological issues
involved.

Factors affecting human relationships, the psychological well-being of patients and their families,
and the interactions between humans and their social and physical environment.
Skills

The ability to obtain an accurate medical history that covers all essential aspects of the history,
including issues related to age, gender, and socio-economic status.

The ability to perform routine technical procedures including at a minimum venipuncture and
arterial puncture, suturing lacerations, and inserting intravenous and foley catheters and a
nasogastric tube.


The ability to interpret the results of commonly used diagnostic procedures.


The ability to reason deductively in solving clinical problems.

The ability to recognize patients with immediately life threatening cardiac, pulmonary, or
neurological conditions regardless of etiology, and to institute appropriate initial therapy.

The ability to recognize and outline an initial course of management for patients with serious
conditions requiring critical care.
Knowledge of the most frequent clinical, laboratory, roentgenologic, and pathologic
manifestations of common maladies.
The ability to construct appropriate diagnostic and therapeutic management strategies for
patients with acute and chronic common conditions, including medical, psychiatric, and surgical
conditions, and those requiring short- and long-term rehabilitation.
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

Knowledge about relieving pain and ameliorating the suffering of patients.

The ability to counsel patients sensitively and effectively and to provide information in a manner
that ensures patients and families can be fully informed when consenting to any procedure.
The ability to communicate effectively, both orally and in writing, with patients, patients’ families,
colleagues, and others with whom physicians must exchange information in carrying out their
responsibilities.
Altruism

Knowledge of the theories and principles that govern ethical decision making, and of the major
ethical dilemmas in medicine, particularly those that arise at the beginning and end of life as well
as those that arise from the rapid expansion of knowledge of genetics.


Compassionate treatment of patients, and respect for their privacy and dignity.


Respect for human diversity including sexual, religious, and cultural differences.


A commitment to advocate the interests of one’s patients over one’s own interests.

The capacity to recognize and accept limitations in one’s knowledge and clinical skills, and a
commitment to continuously improve one’s knowledge and ability.
Honesty and integrity in all interactions with patients’ families, colleagues, and others with whom
physicians must interact in their professional lives.
An understanding of, and respect for, the roles of other healthcare professionals, and of the need
to collaborate with others in caring for individual patients and in promoting the health of defined
populations.
An understanding of the threats to medical professionalism posed by the conflicts of interest
inherent in various financial and organizational arrangements for the practice of medicine.
Duty

Knowledge of the important non-biological determinants of poor health and of the economic,
psychological, social, and cultural factors that contribute to the development and/or continuation
of maladies.

Knowledge of the epidemiology of common maladies within a defined population, and the
systematic approaches useful in reducing the incidence and prevalence of those maladies.

The ability to identify factors that place individuals at risk for disease or injury, to select
appropriate tests for detecting patients at risk for specific diseases or in the early stage of
disease, and to determine strategies for responding appropriately.

Recognition that doctors should look after their own well-being and safety as well as that of their
patients and have the required professional support to do so.

An appreciation of the systems approach to healthcare safety, and the need to adopt and
practice healthcare that maximizes patient safety.

The ability to retrieve (from electronic databases and other resources), manage, and utilize
biomedical information for solving problems and making decisions that are relevant to the care of
individuals and populations.

An appreciation of the responsibility to contribute towards the generation of knowledge and the
professional education of junior colleagues.

A desire to achieve the optimal patient care with an awareness of the need for cost-effectiveness
to allow maximum benefit from the available resources.
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Oceania University of Medicine
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Knowledge of various approaches to the organization, financing, and delivery of healthcare.
A commitment to provide care to patients who are unable to pay and to advocate for access to
healthcare for members of traditionally underserved populations.
Graduation Requirements
In addition to the knowledge, skills, and attributes described above, graduation from OUM requires
satisfactory completion of the following milestones:

Successful completion of the preclinical curriculum including a passing grade for each module
(≥60 percent);

Successful completion of the required clinical curriculum including a passing grade for each
clinical module;


Successful completion of the pre-internship electives;

A passing score for clinical examinations given by the University’s Final Clinical Exam (FCE) or
for USMLE Step 2 CK & CS.
A passing score for the USMLE Step 1 students planning to complete clinical rotations and
practice in the United States;
Licensing Requirements
Before enrolling in OUM, prospective students are encouraged to research medical licensure
requirements for the locations where they wish to practice to understand the requirements of foreign
medical graduates to be approved for licensure or registration. Applicants should also inquire whether
physicians are permitted to “mentor” foreign medical students in the country, state, or province where
they plan to practice. Attending a World Health Organization-listed medical school and completing
certification by the Educational Commission for Foreign Medical Graduates (ECFMG) are the basic
licensing requirements for applying to practice medicine in most countries, most US states and many
Canadian provinces. OUM meets these requirements. That OUM is accredited by an internationally
recognized body, the Philippines Accrediting Association for Schools, Colleges and Universities will
satisfy additional requirements in many jurisdictions.
SAMOA
OUM graduates may be registered to practice medicine in Samoa following an 18-month postgraduate
internship. Citizens from other countries wishing to practice in Samoa must meet the country's
immigration requirements and successfully apply to the Samoa Medical Council for provisional
registration. In fact, being eligible to practice in a foreign medical school’s home country helps to meet
US licensing requirements in some states.
OUM's American Samoan scholarship recipients are required to serve the territory's health system for
five years after post-graduate training.
AUSTRALIA
The Australian Medical Council (AMC) administers national examinations to foreign-trained physicians
who want to practice in the country. OUM graduates are eligible to take the AMC exams because the
school is listed in both the World Health Organization’s (WHO) World Directory of Medical Schools and
the International Medical Education Directory (IMED) published by the Foundation for Advancement of
International Medical Education and Research. Upon finishing their studies, OUM graduates wishing to
practice medicine in Australia must contact the AMC to register for its two-part examination. For
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registration, the graduate will need to have completed an Intern Year, passed the AMC Part 1 exam and
AMC Part 2 exam. For more information, visit www.amc.org.au and www.ahpra.gov.au.
CANADA
The Medical Council of Canada (MCC) administers the Medical Council of Canada Evaluating
Examination (MCCEE) and the Medical Council of Canada Qualifying Examinations (MCCQE Parts I
and II) to all foreign medical graduates planning to practice in one of its provinces or territories. OUM
graduates are eligible to sit for these exams due to the school’s listing in the International Medical
Education Directory (IMED) published by the Foundation for Advancement of International Medical
Education and Research's (FAIMER). The MCCEE is a prerequisite for eligibility to the MCCQE exams
Parts I and II, which assess readiness for postgraduate training and clinical skills. Detailed information
on the Canadian licensure process can be found through the Medical Council of Canada at
www.mcc.ca. Individuals are also encouraged to contact the medical regulatory authority in the province
or territory in which they would like to practice.
NEW ZEALAND
OUM graduates planning to practice medicine in New Zealand are eligible to sit for the New Zealand
Registration Examination (NZREX), due to the school’s listings in both the WHO directory and IMED
publication, per above. Prior to taking the NZREX, OUM graduates must have also passed the United
States Medical Licensing Examinations (USMLE) Step 1 and Step 2, the AMC Part 1 exam, or the UK’s
Professional Linguistic Assessments Board (PLAB) Part 1 exam within the previous five years. Students
and prospective students hoping to practice there upon graduation should contact the Medical Council
of New Zealand (www.mcnz.org.nz) about specific requirements.
UNITED STATES
In the US, students who graduated from a school listed in the WHO Directory of World Medical Schools,
who have also passed the USMLE examinations, are eligible to apply for licensure in many states.
OUM has surveyed all 50 US states—all of which have their own regulations for licensing physicians—
many have indicated that OUM meets their basic requirements. For more information on licensing
requirements in the US, see the Federation of State Medical Boards’ website at www.fsmb.org.
Matriculation in OUM qualifies the student to sit for the USMLE. Step 1 is taken between the completion
of preclinical courses and start of clinical rotations to ensure that students have a working knowledge of
the basic sciences before beginning hands-on clinical training with patients in teaching hospitals. The
two-part Step 2 exams that test clinical knowledge and clinical skills are taken upon completion of core
rotations. Passage of these exams ensures that the student has the necessary clinical knowledge and
patient care skills to begin an internship or residency program under the supervision of an attending
physician. At OUM, passage of Step 1 and Step 2 are graduation requirements for students who plan
to complete clerkships in teaching hospitals and practice in the US.
To help students excel on their respective licensing examinations, particularly the USMLE Step 1 and
Step 2 exams since they are taken while students are still in medical school, OUM has established an
intensive program of review and preparation. Students begin the study process for Step 1 with
extensive reading during the System-Based Modules. As they approach the end of their preclinical
modules, they may want to enroll in OUM’s USMLE Personal Trainer, which drills students on USMLEstyle questions and identifies any deficiencies in the student’s preparation that may remain. The
program combines proven external resources with study strategies, test-taking skills and special areas
of emphasis from the medical school curriculum. OUM administers an In-House Exam at the end of
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Oceania University of Medicine
CATALOGUE 2014/15
each month to prepare and evaluate student readiness for UMSLE Step 1. Students are encouraged to
take the exam throughout their preclinical years.
USMLE Step 2 CK and CS exams assess whether or not a student has acquired the medical
knowledge, skills, and clinical science understanding essential to provide supervised patient care in a
residency training program. Step 2 Clinical Knowledge (CK) evaluates a student’s clinical science
understanding, primarily relating to physician task and disease categories. The primary purpose of the
final exams for the core clerkships is to prepare students for Step 2 CK. Step 2 Clinical Skills (CS) uses
standardized patients, i.e. people trained to portray real patients. The CS case scenarios cover
common and important situations that a physician is likely to encounter in clinics, doctors’ offices,
emergency departments, and hospital settings in the United States. The Kaplan Test Prep Step 2 CS
course, which OUM requires prior to commencement of clinical clerkships, is designed to prepare
students for USMLE Step 2 CS, and orients OUM students to the exam as they begin their clinical
clerkships. For more information, students should visit www.kaptest.com.
OUM also follows the guidelines set by the Education Commission for Foreign Medical Graduates
(ECFMG) and the Association of American Medical Colleges (AAMC) to prepare student credentials for
the National Residency Match Program (NRMP). ECFMG facilitates match applications for foreign
medical students, downloading materials into the Electronic Residency Application Service (ERAS).
Students must pass the USMLE Step 1 and take or schedule their Step 2 exams, as well as complete
all core clinical rotations, before applying for the residency match. In accordance with AAMC guidelines,
the school prepares Medical Student Performance Evaluations (MSPE) to submit with residency
applications. Students and OUM faculty work together on match applications to ensure timeliness,
clarity and compliance with requirements. For additional information, visit the NRMP website at
www.nrmp.org or the ECFMG site at www.ecfmg.org.
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Oceania University of Medicine
IX.
CATALOGUE 2014/15
ADMISSIONS & ENROLLMENT PROCESS
UM welcomes students from all backgrounds. Students are selected without regard to age,
gender, race, religion, national origin, or sexual orientation. While OUM reserves the right to
vary requirements based upon standards in a student’s country of origin, a basic set of
requirements and procedures is applied to all candidates for admission, beyond the Technical
Standards for Admission, covered in Section III.
O
To learn if OUM’s unique approach is right for them, prospective students are encouraged to speak with
an OUM admissions counselor early in the admissions process. The counselor will answer questions
regarding the medical school’s curriculum, the timeline for completing medical school/postgraduate
training, and will invite prospective students to special sessions with current students, faculty, and
graduates to learn more about OUM. Upon one’s first phone call or e-mail to the Office of Admission,
prospective students are assigned to an admissions counselor who will walk them through the
application process and remain their adviser throughout the admissions process.
North Americans interested in speaking with an OUM admissions counselor should contact the US
agent at [email protected] or by calling +1-877-463-6686 toll free in the US.
For Australia, New Zealand and other countries, please e-mail [email protected] or call 1300 665
343 (Australia only), toll free 0800 99 01 01 (New Zealand only).
Academic Prerequisites
Applications are accepted from students with all undergraduate majors. OUM feels that students who
select an undergraduate major primarily to enhance their chances of acceptance to medical school are
not making a decision in their own best interest. A science major is not a prerequisite at OUM, and
students should not major in science simply because they believe this will increase their chances of
acceptance. For most physicians, the undergraduate years are the last available opportunity for an indepth pursuit of non-science subjects of interest, and all those who hope to practice medicine should
bear this in mind. OUM will strongly consider the overall quality and scope of all successfully completed
undergraduate work.
All MD candidates must have completed a bachelor’s degree, or higher, at an appropriately accredited
tertiary educational institution. US students seeking a medical degree also must have completed a full
year of university-level chemistry. As a general rule, for medical school success, applicants are
expected to have a credit-level degree or GPA of at least 3.0 on a 4.0 scale, or its equivalent.
Admission Tests: MCAT/GAMSAT
As OUM’s curriculum features the basic sciences needed for success in medical school, the MCAT is
not required for American and Canadian applicants and the GAMSAT may not be required for certain
Australian and New Zealand applicants. OUM selects students who it believes will successfully
complete the rigorous and demanding OUM medical degree. The admission decision is based on
academic success, test scores, healthcare experience where applicable, letters of recommendation,
and the interview.
English Language Proficiency Requirement
All instruction at OUM is in English, and students must be fully fluent in the language. Normally, fluency
will be assumed if English is the applicant’s first language. Otherwise, fluency may be demonstrated
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Oceania University of Medicine
CATALOGUE 2014/15
through the applicant’s achieving a minimum score, as indicated below, on a standardized test
administered by one of the following testing services:

IELTS (International English Language Testing Service - at www.ielts.org) - achieving a minimum
score of 6.5. A score of at least 6 is required for each individual band and applicants must
undertake the appropriate reading and writing modules;

TOEFL (Test of English as a Foreign Language at www.toefl.com is administered by the
Educational Testing Service) - minimum test score of 577 with a TWE (Test of Written English)
score of 5. Scores must be available for both TOEFL and TWE;

Computer-based TOEFL - minimum score of 233 with an Essay Rating (ER) score of 5.
Scores should be submitted directly to the OUM Admission Office from the testing service, but certified
copies sometimes may be accepted.
Application Procedure
The OUM application is online at http://www.oum.edu.ws/graduateMD/submitapp.php. Applicants are
required to have an e-mail address for accuracy and ease of communication regarding the status of
their application.
In addition to the completed online application, the following items must be submitted in order to apply
for admission to Oceania University of Medicine:


US$100 non-refundable application fee



Confirmation of English proficiency (TOEFL score, if not a native speaker)

Professional resume
Certified or official academic college transcripts (from all institutions where coursework was
completed)*
Essay on why you want to become a physician
Three original or certified letters of recommendation, on letterhead, dated, and signed (at least
one from a physician)*
The following original documents are required after acceptance to Oceania University of Medicine:

Background check or Letter of Good Conduct from State police or federal law enforcement
authorities on official letterhead**


Health certification from physician, including immunization records***
Signed Declarations Page
The application is submitted electronically and the additional documents should be sent to:
US and Canada:
Oceania University of Medicine
Box #4573
616 Corporate Way, Suite 2
Valley Cottage, NY 10989-2050
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Oceania University of Medicine
CATALOGUE 2014/15
Australia, New Zealand, and other countries:
Medical Education Services Australia Pty Ltd
Australian Agent for Oceania University of Medicine
Level 10
50 Market Street
Melbourne, Victoria
Australia, 3000
Please check the OUM website for payment information for the application fee.
Applications are not reviewed until all documentation and fees have been received. Applicants with
questions should contact the Admissions Office at 1-877-463-6686 (toll free in the USA) or e-mail
[email protected]. Students outside of North America can direct their enquiries to the Australian
agent for Oceania University of Medicine at [email protected], 1300 665 343 (Australia only),
0800 99 01 01 (New Zealand only, toll free), or +61 3 9008 5933.
* Official Transcripts and Recommendation Letters
In addition to the online application, prospective students must provide transcripts for all earned tertiary
credits, regardless of whether or not a degree was completed at the institution. Depending on the
applicant’s country of residence, transcripts may need to be forwarded directly to OUM from all of the
applicant’s colleges and/or graduate schools. Under certain circumstances, official or certified
transcripts may be accepted.
Three letters of recommendation from those who know the candidate’s academic ability and personal
strengths/weaknesses are also required. At least one letter from a physician or surgeon discussing the
candidate’s potential to practice medicine will strengthen the application. These letters must be original
documents on letterhead, include the date and the referee’s signature, and be sent directly from the
referee. The OUM Admission Committee’s decision is final.
** Background Certification
All successful applicants must furnish an original certificate of good reputation or a background check
from their state, regional, or national police departments within three months of the e-ITM start date.
*** Certificate of Health: Immunizations and Health Insurance
As medical students are regarded as healthcare workers, applicants must furnish a health certificate
that documents the recommended immunizations for persons in this category. The physician’s letter
must state that the student has been examined and is medically fit to attend medical school. The US
Center for Disease Control (CDC) recommends the following: immunity to mumps, rubella, pertussis,
varicella, and hepatitis B, as well as a booster every 10 years for diphtheria and tetanus. Medical
students should also have an annual influenza immunization, along with an annual TB test (PPD).
Students traveling to Samoa should have immunizations for hepatitis A and typhoid. Many students
must document compliance with CDC standards prior to beginning clinical rotations in the USA. A
student should have health insurance in force while engaged in clinical clerkships. The student will be
responsible for the diagnosis and treatment of any personal health issues that may arise while enrolled
as a student at OUM.
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Oceania University of Medicine
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Selection Interview
If an applicant successfully meets the basic admission requirements, the final component in the process
is a semi-structured interview routinely conducted as a Skype conference call with members of the
admissions staff and faculty. The interview focuses on personal qualities and attributes agreed to be
essential to both the study and practice of medicine, based on internationally accepted criteria for
medical school selection, as well as clinical application. The qualities assessed during the interview are:






Motivation to become a physician
Empathy
Decision-making
Teamwork
Flexibility in learning style
Communication skills
Application Review and Acceptance
The University strives to make the application process simple and inexpensive for its applicants.
Applications are reviewed upon receipt of all required documents. Official decision regarding
acceptance is typically made approximately ten days following the personal interview.
Applications will be continuously reviewed until the Introduction to Medicine (e-ITM) class is filled.
Candidates placed on a waiting list will be selected to fill positions that may open up prior to the first day
of classes. Students will be notified of acceptance as early as possible prior to the term start date. It is
in the applicant’s best interest to apply as far in advance as possible to guarantee his/her preferred start
date. Completing an application at least eight weeks prior to the desired start date is recommended.
The successful applicant must respond to a letter of acceptance within two weeks and include a nonrefundable matriculation fee (equal to 10 percent of the module tuition), which is credited to the first
term’s tuition. Students must pay the tuition balance for the first term’s fees one month before the
Introduction to Medicine module begins.
Prior to enrollment, students are required to sign a statement that they have read and understood all of
the information in this catalogue and Student Handbook, and that they agree to abide by these rules
and regulations. OUM reserves the right to add or alter policies as the need arises.
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Oceania University of Medicine
X.
CATALOGUE 2014/15
TUITION, FEES, REFUNDS & PAYMENT PLANS
T
uition fees are typically paid in the local currency of the student. Students from Australia pay in
Australian dollars, New Zealand students pay in New Zealand dollars, and Americans and all
other students pay tuition fees in US dollars.
New students are required to pay a ten percent non-refundable matriculation fee at the time of
acceptance to secure their choice of an Introduction to Medicine (e-ITM) enrollment date. The
remainder of the e-ITM tuition must be paid at least 30 days before the term begins. Students are not
permitted to attend the mandatory orientation if their financial status is not cleared. This may delay their
start to the program. Classes are filled on a first-paid, first-reserved basis, and classes are limited to 30
students per session.
Matriculation Fee
First 10 percent of e-ITM module = $500
Preclinical Modules including e-ITM & 200 series
12 modules @ $5,000 per module **
e-Foundation Sciences Modules (if applicable)
10 modules @ $2,500 per four-week module
Clinical Clerkships: 12 week modules
2 modules @ $7,500 per module*
Clinical Clerkships: 8 week modules
3 modules @ $5,000 per module* **
Clinical Clerkships: 4 week modules )
6 modules @ $2,500 per module*
* Does not include housing fees in the Samoas or other course-related travel/accommodations.
** Upon completing the mandatory 200-series e-Foundation Sciences blocks, students will receive a
tuition credit of $5,000 for their first eight-week clinical clerkship.
All tuition fees for all modules after the e-ITM are due three weeks before the term begins, during
Registration Week. Registration Week, held three weeks before a term start date, is the recommended
time to make decisions about registering for the upcoming module, paying tuition, etc. Invoices are sent
to each student via his/her OUM e-mail address upon the student’s indication that s/he plans to take the
next term. Students are encouraged to send their e-mail at the beginning of the registration period, to
allow time for questions, arrangements, etc. Students who have not made suitable arrangements by the
end of Registration Week may not be able to take the next term and may be subject to late fees.
Sufficient time is needed to assign students to appropriate modules, distribute curriculum materials, and
provide access to information on Moodle, OUM’s Learning Management System. Likewise, students
need enough time to locate text materials on Clinical Key and finalize their mentor visit schedules for
the coming term.
OUM aims to keep its tuition fees at a constant level to allow students to budget accordingly. When
students matriculate into the program, the current tuition rate remains in effect for the preclinical
modules and for clinical rotations, as long as the student maintains full-time status and remains in good
standing with the University (see below.)
Other Fees
All of OUM’s textbooks are available on Elsevier’s Clinical Key, at a special rate of $500 per student per
year. Clinical Key offers access to more than 500 of Elsevier’s journals, 900 books, and 9,000 medical
and procedural videos. The textbook fee is payable annually by December 31, for the following year. A
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Oceania University of Medicine
CATALOGUE 2014/15
mid-year Clinical Key fee of $250 is due upon enrollment for students who begin the program in the
summer.
A one-time fee of $300 for examination proctoring is assessed prior to the student starting the e-ITM.
This fee covers the remote proctoring of all quizzes and examinations taken while a student at OUM.
Some teaching hospitals and clinical clerkship sites charge a hosting fee that may range from $50 to
$300 per week. These fees help defray the costs that teaching hospitals incur in hosting medical
students and in some cases may include an honorarium for the clinical supervisor. In some cases, the
students pay the fees directly to the hospital. In other cases, the hospital invoices the University and the
University pays the hospital. Not all clinical sites charge hosting fees, but they do add to the cost of
medical education.
Good Standing
In order to maintain good standing in OUM, students must complete 24 weeks of instruction per
academic year to remain in good standing. Additionally, the preclinical curriculum must be completed
within four calendar years. During the clinical years, students are expected to successfully complete 24
weeks of clerkships during each academic year (and to complete the entire clinical program within three
calendar years) to remain in good standing. If a student fails to maintain good standing status, he or
she will be required to retake previously completed modules at 50 percent tuition upon return to the
program.
Tuition Payment
Tuition and fee payments may be remitted by credit card, electronic transfer of funds, or direct deposit
in Australian dollars (AUD) or New Zealand dollars (NZD), or check/money order (USA and Canada). .
Payment plans are also available and detailed below.
A credit card authorization form is located on the OUM website at
http://www.oum.edu.ws/graduateMD/index.php?option=com_content&task=view&id=25&Itemid=113.
The form should be completed and submitted by fax. For security purposes, the credit card
authorization form is not accepted via e-mail and must be submitted for each payment made. Please
note that there is a small convenience fee for all credit card payments.
For students seeking to make tuition payments in AUD or NZD utilizing an electronic transfer of funds or
a direct deposit, please contact the Bursar or the AUS/NZ Student Affairs Administrator.
Students in the USA and Canada may remit payment by check/money order on an account drawn in US
dollars (USD). Please note that the payment address is different from the correspondence address.
Checks are to be made payable to Oceania University of Medicine (not OUM). Payment must include
the student's name and term number. Post-dated checks are not accepted. Please see OUM’s website
for mailing addresses and other information.
Online Invoice System
Once payment is processed by the bursar’s office, a confirmation e-mail is sent to the student's OUM email address, and the student’s account is updated to reflect the payment.
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Oceania University of Medicine
CATALOGUE 2014/15
Late Fees
A $25 late penalty, depending upon the currency in use for the student, and 1.5 percent monthly late
charges will be assessed on unpaid balances after the due date. Students with unpaid bills will not be
permitted to register for subsequent terms, receive module grades, diplomas, or transcripts.
Returned Checks Policy
A Returned Check Fee of US$35 will be assessed to the student’s account for each check that is
returned due to insufficient funds. A personal check will not be accepted to replace a dishonored check.
Payment Plans
OUM is committed to making medical degrees affordable as well as accessible, given the school’s
relatively low tuition rates, scholarships and loans from the school are not available. However, to ease
the burden of tuition payments, OUM has created payment plans. These options are available to all
OUM students, as long as the student is in good standing and has not abused the payment plan
privilege in the past.
OPTION 1
OUM will accept payment on student accounts in installments as long as half of the balance is paid
three weeks before classes begin, and the balance due is paid two weeks prior to the final module
examination. The installment payment plan is:


Three weeks before the term begins: half of balance
Upon completion of three weeks of class: remaining balance
OPTION 2
Monthly payments may be made by check, money order, bank draft, wire transfer, or credit card
(Discover, MasterCard or Visa). Students in good standing may spread tuition payments evenly over an
entire 12-month period (December through November) for the number of modules they plan to take
during that time. Payments are due on the first of every month. For example, if a student plans to take
four modules in a 12-month period, the monthly fees would be the total cost of four modules, divided by
12.
Students who participate in either option and default or fall behind on payments will not receive their
module grade and may not register for another module until the account is settled. In addition, the
opportunity to continue on a payment plan may be subject to review by the bursar’s office.
Withdrawals and Tuition Refunds
Students who withdraw from a module may be eligible for a tuition refund (excluding non-refundable
deposits and convenience fees), depending upon when their official notice is submitted. All refunds will
be made within 30 days of the withdrawal date.
On or before commencement of classes
Within first week of classes
Within second week of classes
After second week of classes
100% refund *
75% refund *
50% refund *
no refund
* Please note that the convenience fee for credit card payments will not be refunded.
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Oceania University of Medicine
CATALOGUE 2014/15
Other Sources of Funding
The university can provide guidance to students who are looking for outside funding sources. As a
general rule‚ lenders will focus on the most recent 12 months of credit activity when determining credit
status and/or credit worthiness. It is possible that a longer period of non-derogatory credit history would
be required before a private loan is approved.
The applicant should have:



no (or a very limited number of) accounts showing a 30‚ 60 or 90–day delinquency status.


no record of a bankruptcy.
no record of a collection or charged–off account.
no record of foreclosure‚ repossession‚ open judgment or suit‚ unpaid prior education loan default
or other negative public credit record items.
a limited number of inquiries to an authorized credit-reporting agency.
Financial transactions of any sort are reported on the credit report‚ such as prior student loans‚ personal
consumer loans‚ credit cards‚ tax liens‚ and debts to private corporations. Adverse credit information
can be reported for up to seven years.
No Influence upon Acceptance
One’s credit history or financial aid eligibility are not defining factors in a candidate’s acceptance of
admission into OUM. Difficult financial situations, past or present, should not discourage a prospective
student from submitting an admission application. OUM administration is prepared to counsel qualified
applicants on deferring admission or selecting payment plans that may allow gifted students to work
toward a medical degree.
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Oceania University of Medicine
XI.
CATALOGUE 2014/15
STUDENT POLICIES & REGULATIONS
P
rior to enrollment, students are required to sign a statement that they have read and understood
all of the information in this catalogue and the OUM Student Handbook, and that they agree to
abide by these rules and regulations. OUM reserves the right to add or amend policies as the
need arises.
The OUM Student Handbook is the most comprehensive resource for all student policies, procedures,
and regulations and any changes are reflected in the handbook’s online version found in Moodle or at
www.oum.edu.ws. Students are responsible for checking regularly for policy changes, and they will be
notified through the OUM Learning Management System (Moodle) and/or via their OUM e-mail address
when important changes are made.
Student Affairs Committee
The Student Affairs Committee (SAC) is comprised of faculty and administrators from Australia and the
USA who meet to hear and discharge student petitions/appeals and other cases in addition to
discussing general student matters. Students seeking to submit a petition for reasons discussed in the
upcoming Appeals section, a leave of absence, a time extension for testing periods, or for other various
individual situations should consult local Student Affairs personnel prior to submitting a petition to
confirm that a petition is warranted. If it is deemed that a petition is required for a particular situation,
then students should submit a petition in a Word document to [email protected].
Petitions and appeals should be self-composed as there is not currently a form for appeals/petitions
due to the unique nature of individual requests.
Scholastic Requirements
OUM academic policies address not only failing performance but module grades that do not show a
reasonable progression toward graduation. Passing grades that are just above failing (60-69 percent)
place students at risk of failing exams required to begin clinical rotations (USMLE Step 1). Inadequate
grades also negatively impact a student’s ability to secure residency interviews or ultimately, a
residency position upon graduation. (See also Academic Status and Deficiencies below.)
Upon the end of a preclinical module in which a student has performed at 60-69 percent, the Student
Administrator will send a poor performance letter offering individual counseling and academic
remediation from a faculty member. Students who earn a second grade of 69 or below, will be
interviewed to determine whether or not they should be encouraged to:



continue, with remedial instruction to help with difficult module content;
repeat a module; or
take a leave of absence and return when there is adequate time to commit to improved academic
performance.
Special Consideration
SPECIAL CONSIDERATION AND/OR ABSENCE FOR PRECLINICAL MODULES
OUM understands that medical or personal circumstances may prevent a student from being able to sit
for an examination as scheduled, and/or to perform to the best of his/her ability. A student who wishes to
apply for special consideration in the form of a time extension or exam rescheduling must submit a letter
(e-mailed, or preferably, faxed with a signature) stating the relevant circumstances to the Student Affairs
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Oceania University of Medicine
CATALOGUE 2014/15
Committee by sending an e-mail to [email protected], in as timely a manner as
possible. Submissions must be turned in prior to taking the exam. If the student faces an emergency
situation (e.g., personal injury, personal injury to spouse or child) on the day of the exam, and is
unable to sit the test, the student must immediately contact the Chief Academic Officer and also send
notification to [email protected].
For special consideration based upon illness or health matters, the original copy of a physician's letter
(medical certificate) must be supplied along with the above letter of request. The student's physician
should supply a signed document on his/her practice letterhead, stating the date(s) of office visits,
outpatient procedures and/or inpatient stays, and how long the condition has/will influence the student's
performance. No specific details as to the nature of the illness are required. All personal information
provided to OUM will be treated as strictly confidential. The allocation of time extensions to students with
genuine, health-related reasons for requesting Special Consideration will remain at the discretion of the
Student Affairs Committee, and the Committee's decision will remain final.
SPECIAL CONSIDERATION AND/OR ABSENCE FROM CLINICAL CLERKSHIPS/ROTATIONS
Students who foresee an absence for an important personal occasion, or anticipate situations that may
prevent them from performing to the best of their ability, should discuss this in advance with the Clinical
Rotations Coordinator. Students will be encouraged to apply for special consideration. It is up to the
Clinical Rotations Coordinator, with concurrence from the student’s respective Dean, whether or not the
absence is excused, and if so, under what conditions.
Failure of Modules
PRECLINICAL
When students matriculating in January 2015 and beyond receive a final grade less than 60 percent in
an e-ITM or in e-Foundation 201 or 202, they must take the corresponding e-Foundation Science 100series block. Students failing an e-Foundation 100 block or a System-Based Module will be required to
repeat the course with new quizzes and a new final examination.
If the repeated course grade is less than 60 percent, the Student Affairs Committee may recommend
dismissal from the University, or in unusual circumstances, recommend the student repeat the course a
second time.
Grades for all failures and remediated modules will be recorded and shown on the student’s transcript.
For example, a student receives a 90 on the remediated module, both the failure and grade for the
remediated module will be shown on the student’s transcript.
If a student fails a System-Based Module, the student will be permitted to enroll in another SystemBased Module with written approval from the academic adviser or Dean/Associate Dean to the
Registrar prior to repeating the failed System-Based Module.
Students who fail three different modules (or fail the same module three times) during the degree
program will be dismissed from the University without the option for appeal.
CLINICAL MODULE
Students should contact OUM for further information.
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Oceania University of Medicine
CATALOGUE 2014/15
Academic Status and Deficiencies
ACADEMIC NOTICE
A student is on academic notice when s/he falls below OUM’s academic standard, earning a pass
grade, for one term. S/he is required to raise his/her grade during the next term and may be required to
take a remedial course. Following release of module grades, students receive a letter about Academic
Notice (See also Scholastic Requirements above.)
ACADEMIC PROBATION
A student is on academic probation when s/he earns a second grade below OUM’s academic
standards. The student may be required to meet conditions imposed by the Student Affairs Committee
in order to be removed from academic probation. A status of academic probation will be reflected on the
student’s transcript and will also be reported as per ECFMG certification regulations. Students will be
notified of this status both by e-mail and by certified postal mail.
ACADEMIC SUSPENSION
A student is considered to be on academic suspension with a pending dismissal when s/he does not
comply with, or successfully meet in a timely manner, the conditions set forth by the Student Affairs
Committee related to academic probation. A student in this situation receives a letter confirming the
suspension and pending dismissal via e-mail, as well as by certified postal mail.
Appeals
A student has the right to appeal exam grades, probation, dismissal, or any other action that affects his
or her University status. Students may request an appeal when:




a penalty is deemed to be excessively harsh for the given offense;
insufficient evidence is presented;
a biased or prejudiced review is suspected; or
new information is discovered.
The student must submit an appeal application to the Student Affairs Committee. Decisions of the
committee are binding and final.
A student whose academic dismissal is reversed by successful appeal and is permitted to repeat a
module will be placed on probation for one calendar year. If the student fails any module during that
time, the result will be automatic dismissal, which is not subject to appeal. A student placed on
probation by the Student Affairs Committee who fulfills his/her probation requirements, will have his/her
status reviewed by the committee upon completion of the probationary period.
Leave of Absence
Personal or medical circumstances sometimes make it necessary for a student to apply for a leave of
absence (LOA). The student’s academic adviser can assist in making that difficult decision. The
bursar’s office can also answer questions regarding refunds or applying tuition to a future term. The
number of modules a student has completed and whether or not those were in preclinical or clinical
modules determine the steps necessary to request a leave of absence.
The Student Affairs Committee (SAC) may grant a student a medical leave of absence, with proper
documentation, for a period, for a period of up to 12 months or a personal leave of absence in one-
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month renewable intervals, for a maximum of 12 months as deemed appropriate by the SAC. A
personal leave of absence is available in addition to a medical leave of absence but is only granted for
extraordinary circumstances (e.g., unforeseen financial hardship, personal or family tragedy).
Should health or other personal issues necessitate that a student require a cumulative LOA that
exceeds five total or five consecutive academic terms, he or she will be required to retake previously
completed terms at 75 percent tuition upon return to the program.
The University imposes limits on leaves of absence and requires that modules be made up because the
retention of complex biomedical content beyond a certain timeframe is difficult. In addition, the fastchanging nature of medicine may require that the student be examined on different knowledge than
would have been acquired earlier. Extensions beyond University guidelines would diminish the
likelihood of success on licensing exams, such as the USMLE.
Different policies govern leaves of absence, depending upon the length of time that a student has been
enrolled in good standing at OUM. Please consult the OUM Student Handbook for details.
Withdrawal
Any student wishing to withdraw from a term of study at OUM must contact the Registrar
([email protected]) for the Dean’s approval. The withdrawal will be effective on the date written
notice is received. If the withdrawal notice is delivered by hand, the student must request a receipt. If
delivery is by mail, the letter must be mailed certified or registered, return receipt requested. If the
request is faxed or e-mailed, the student must call the recipient to ensure that the communication was
received and to request written confirmation by fax or e-mail.
In the event that circumstances change and the student wants to rescind the intent to withdraw, the
student must provide timely written notice to the Registrar stating his/her intent to remain in academic
attendance through the end of the term.
A student is considered to have withdrawn him/herself from OUM after the student does not enroll in the
last possible term to maintain good standing status as set forth in the University policy requiring
students to take a minimum of 24 weeks of instruction per academic year. A letter confirming this status
is sent to the student via postal mail.
The distinction between withdrawing and a voluntary leave of absence is that all requirements are met
regarding academic policy when withdrawing, i.e. the student has met or will meet the required
minimum of 24 weeks of instruction per year.
WITHDRAWAL FROM AN E-ITM MODULE
If a student wishes to withdraw from the e-ITM within the first two weeks of the module (during the first
block of the 20-week module), enrollment in that module will be dropped from the student’s record. If a
student withdraws from the e-ITM module during the second block (Weeks 3 and 4), enrollment will be
maintained in the student’s record, and the student will receive the letter W for withdrawal, instead of a
grade. If a student withdraws from the e-ITM module after the second block (after week 4), the student
receives an F for the e-ITM module.
WITHDRAWAL FROM AN E-FOUNDATION SCIENCES BLOCK
If a student wishes to withdraw from an e-Foundation Sciences block within the first week of the block,
enrollment in that block will be dropped from the student’s record. If a student withdraws from an e-
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Oceania University of Medicine
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Foundation block between Weeks 2 and 3, enrollment will be maintained in the student’s record, and
the student will receive the letter W for withdrawal, instead of a grade. If a student withdraws from an eFoundation block after the end of Week 3, the student receives an F for the e-Foundation block.
WITHDRAWAL FROM SYSTEM-BASED MODULES
If a student wishes to withdraw from a system-based module within the first two weeks of the term,
enrollment in that module will be dropped from the student’s record. If a student withdraws from a
system-based module between Weeks 2 and 4, enrollment will be maintained in the student’s record,
and the student will receive the letter W for withdrawal, instead of a grade. If a student withdraws from a
module after the end of Week 4, the student receives an F for the module.
All posted grades will remain on the student’s transcript, even if the failed module is remediated.
Smoking, Alcohol and Substance Abuse
Oceania University of Medicine is an alcohol-free, smoke-free organization. Alcohol and tobacco
addictions are serious health issues, and as future physicians it is important that our students, faculty
and staff serve as positive, healthy role models for our community. Smoking and/or the consumption of
alcohol is prohibited at all OUM facilities and premises and OUM-sponsored events off campus. Only
non-alcoholic beverages may be consumed or stored on campus or any University facility.
Many countries require workplaces and educational institutions to take certain steps to ensure a drugfree workplace, including the establishment of a policy that consist of, among other items (a) a summary
of adverse health consequences of drug use and (b) summaries of penalties under law for drug abuse.
OUM has chosen to follow these guidelines.
OUM is concerned with the international problem of alcohol and substance abuse. One of its tasks is
educating new physicians to identify and treat such problems in patients who may come under their
care. A second task is to assure, as best as it can, that the physicians it graduates will be individuals
who, by the stability of their lives and conduct, show themselves able to meet the public trust. Along
with this trust comes the responsibility not only of caring for the sick but also of prescribing and handling
controlled substances.
In formal clinical instruction, the school trains students about alcohol and substance abuse. The subject
is taught in required courses and clerkships. In these courses, the problems, current research, and
treatment are studied. In the clerkships, patients are seen and managed, often in conjunction with other
medical problems. Students are encouraged to attend Alcoholics Anonymous or similar organizational
meetings and become familiar with their rationales and operations, prior to entering practice.
The use of any drug – prescription, illicit, or legal (including alcohol) – will alter the chemical balance of
the body. Misuse or compulsive use of alcohol and other drugs can often cause serious damage to
major body organs as well as to the immune and reproductive systems. Pregnant women put their fetus
at risk for serious birth defects. Other health problems include sleep disturbances, malnutrition,
convulsions, delirium, and greater risk of life-threatening accidents such as traffic deaths and suicides.
Intravenous drug users who share needles are at high-risk for contracting HIV and hepatitis. Use or
withdrawal from a substance may also create mental problems including depression, anxiety, paranoia,
and delusions.
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Oceania University of Medicine
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OUM recognizes the widespread availability of drugs that lend themselves to abuse. The illegal
possession, distribution, or use of drugs is a violation of University policy. Such violations are not in
accordance with the University’s requirement of fitness or suitability for the practice of medicine. It is
equally clear that the University cannot responsibly grant a medical degree to a student whose
performance is being impaired by drugs and/or alcohol. OUM is concerned with the health of its
students and their ability to meet the demands and challenges of their profession, and it recognizes and
supports the local laws on controlled substances. Students should be aware of these laws and the
consequences of violating them. Students should also be aware that a student with an untreated
alcohol or other substance abuse problem is unfit to continue his/her medical education or to graduate.
OUM, through its administrative bodies and procedures, is the final arbiter on questions of a student’s
fitness to study or prepare for the practice of medicine as an OUM student.
Any student who is aware or suspects another of abusing alcohol or other drugs is encouraged to report
the matter to the University. Each case will be considered seriously and dealt with in the most
appropriate manner. In order to provide the best service, students, health professionals, and OUM staff
are required to be substance free. If evidence is brought forth that a problem exists, the student may be
required to undergo a rehabilitation program or other disciplinary action in order to continue his/her
relationship with the University. Refusal to do so may result in dismissal from OUM.
Unethical/Inappropriate Conduct and Sexual Harassment
In addition to academic success, unethical or inappropriate student behavior is monitored at OUM. The
University expects each student to be accountable and responsible for his/her behavior, and to be
cooperative and considerate towards all. Any abuse of others - verbal or physical - will not be tolerated
and is grounds for disciplinary action. The Student Affairs Committee addresses all alleged incidents of
conduct violation reported by a mentor, faculty member, fellow student, clinical supervisor, or
administrator. Confirmation of the conduct may be grounds for a warning, probation, or dismissal.
Conduct inappropriate to the profession of medicine may include but is not limited to dishonesty, willful
destruction of property, substance abuse, violence or threat of violence, serious breach of trust,
unethical treatment of patients, racism, sexist or lewd comments, foul language, or failure to respond to
a valid University regulation or official request in a timely manner. All reports of unprofessional conduct
are reviewed in a timely manner by faculty and administration and are firmly grounded in the
presumption of innocence.
The University is committed to providing a safe and comfortable environment for all students, faculty,
and staff. Sexual harassment includes, but is not limited to, anything sexual in nature such as lewd
jokes, references to body parts, inappropriate gestures or innuendos, physical touching, verbally
abusing words, threats, unwelcomed propositions, and physical advances. Any form of sexual
harassment will not be tolerated, and any violation will be grounds for disciplinary action. The University
takes harassment allegations very seriously and will protect the rights of its students, administration,
and faculty from having to learn and work under uncomfortable or hostile conditions.
OUM Student Handbook
For more information and comprehensive detail on OUM academic and student conduct policies, please
consult the OUM Student Handbook, available in Moodle or at www.oum.edu.ws. The OUM Student
Handbook is updated twice a year and students are notified of any policy changes in the interim via email and announcements in Moodle.
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THE SAMOAS: OUM’S ROOTS
All MD students are required to complete at least one four week clinical rotation at OUM’s home in the
South Pacific. Clinical clerkships are available in the nation of Independent Samoa and the US territory
of American Samoa. Located just south of the equator near the International Dateline, both Samoas are
home to warm, friendly people with a rich Polynesian culture.
Just west of the Dateline in Independent Samoa, two-thirds of the country’s population lives on the
largest island, Upolu, which is also where the capital, Apia, and national hospital are located. Apia is the
business commercial center and the main national port with numerous shops and restaurants, plus a
hand full of cultural amenities including internet cafés and one movie theatre. The National Hospital is in
the village of Motootua, a suburb of Apia. Student housing is located within walking distance of the
health complex.
Located east of Independent Samoa and the International Dateline, American Samoa is a territory of
the United States with the same culturally rich Polynesian people of Independent Samoa. The capital is
Pago Pago with restaurants, shopping, and many of the same amenities as Apia, though air
conditioning may be more prevalent. The LBJ Tropical Medical Center hosts OUM students from the
United States, Australia, New Zealand, and other countries. Student housing is located conveniently
near the hospital, which provides transportation to OUM students.
Air Travel to The Samoas
Flights into Apia arrive from Sydney, Brisbane, Honolulu, Auckland, Fiji, and Tonga. Polynesian Airlines,
Pacific Blue, Air Pacific and Air New Zealand are the recommended carriers. Further information may
be obtained from travel agencies.
Flights into Pago Pago are primarily from Honolulu via Hawaiian Airlines. Polynesian Airlines operates
a several-times-per-day shuttle between Apia and Pago Pago for students coming from Australia and
New Zealand.
OUM students travelling to either Samoa are required to notify OUM of their arrival details at least one
month prior to arrival.
Student Visas
Independent Samoan immigration legislation requires that all international students hold a valid
passport and have a student permit before entering Samoa. There is a SAT$300 fee for processing a
student visa. Upon payment of tuition for courses or clinical rotations to be taken in Samoa, students
will be sent information on obtaining a visa. Permits are issued for a six-month period. Admission to
OUM does not guarantee that a student permit will be issued, though it is highly likely that a permit will
be issued. Detailed information about obtaining a permit to study in Samoa can be found on the
Government of Samoa Immigration website www.samoaimmigration.gov.ws.
American Samoa operates its own immigration and customs department, independent of the US
government, which permits students from Australia, New Zealand, and other countries to study there.
US citizens will need to bring their passports, even though it is an American territory.
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Vaccinations and Immunizations
Before travelling to Samoa, students should discuss their vaccination and immunization status with their
personal physician. Since medical students are regarded as healthcare workers, applicants must
furnish a health certificate that documents his/her current immunization status.
Students will have to document compliance with CDC standards prior to beginning clinical rotations.
The US Centers for Disease Control (CDC) recommends the following immunizations: mumps, rubella,
pertussis, varicella, and hepatitis B, as well as a booster every 10 years for diphtheria and tetanus.
Students travelling to Samoa should include additional immunizations for hepatitis A and typhoid.
Additional information regarding travel immunizations can be found at
www.cdc.gov/travel/studyabroad.htm.
Climate and Dress
The climate is tropical, with an average temperature in Apia of 28.5C (83.3F). Relative humidity is quite
high, and the average yearly rainfall is 290 cm (114 inches) and occurs during the wet season from
November to April. Umbrellas are advisable, as short, sharp rainstorms are frequent throughout the
year. Dress is light and casual. Local Samoan custom dictates that women wear clothing that extends
to or below the knees.
Health Insurance
OUM does not provide health insurance but requires students travelling to Samoa to obtain an
appropriate international health insurance policy in their country of residence. Upon acceptance,
students travelling to the campus must provide proof of health insurance coverage with international
benefits.
The following websites provide helpful information to students and prospective students:
Government of Samoa’s official web site: www.govt.ws
Samoa tourism site: www.visitsamoa.ws
American Samoa tourism site: http://www.americansamoa.travel
US Department of State: www.state.gov/p/eap/ci/ws
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Oceania University of Medicine
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XIII. FOR MORE INFORMATION
All prospective North American students interested in obtaining admissions information should direct
inquiries to the Admissions Office in care of OUM’s US Agent:
[email protected]
+1-877-463-6686 (toll free in the US)
Admissions Office
Oceania University of Medicine
Box #4573
616 Corporate Way, Suite 2
Valley Cottage, NY 10989-2050
USA
Students outside of North America should direct their enquiries to the Australian agent for Oceania
University of Medicine:
[email protected]
1300 665 343 (Australia only)
0800 99 01 01 (New Zealand only, toll free)
+61 3 9008 5933
Medical Education Services Australia Pty Ltd
Australian Agent for Oceania University of Medicine
Level 10
50 Market Street
Melbourne, Victoria
Australia, 3000
Admissions counselors are assigned based upon a prospective student’s home country.
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The mission of Oceania University of Medicine
is to produce physicians with the requisite knowledge,
skills, and attitudes to improve the health of underserved
communities in Oceania and beyond, via traditional and
innovative instructional modalities to help individuals
overcome distance, personal, and professional barriers
to realize their calling to the medical profession.